Entrustment Unpacked: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment
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| Title: | Entrustment Unpacked: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment |
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| Authors: | Cees P. M. van der Vleuten, Benjamin Kinnear, Daniel J. Schumacher, Holly Caretta-Weyer, Eric S. Holmboe, Eric J. Warm, David A. Turner |
| Source: | Academic Medicine. 96:S56-S63 |
| Publisher Information: | Ovid Technologies (Wolters Kluwer Health), 2021. |
| Publication Year: | 2021 |
| Subject Terms: | Competency-Based Education/methods, Formative Feedback, 4. Education, Educational Measurement/methods, 02 engineering and technology, Competency-Based Education, Education, 03 medical and health sciences, 0302 clinical medicine, Education, Medical, Graduate, Medical, Graduate/methods, 0202 electrical engineering, electronic engineering, information engineering, Humans, Learning, Clinical Competence, Educational Measurement |
| Description: | Educators use entrustment, a common framework in competency-based medical education, in multiple ways, including frontline assessment instruments, learner feedback tools, and group decision making within promotions or competence committees. Within these multiple contexts, entrustment decisions can vary in purpose (i.e., intended use), stakes (i.e., perceived risk or consequences), and process (i.e., how entrustment is rendered). Each of these characteristics can be conceptualized as having 2 distinct poles: (1) purpose has formative and summative, (2) stakes has low and high, and (3) process has ad hoc and structured. For each characteristic, entrustment decisions often do not fall squarely at one pole or the other, but rather lie somewhere along a spectrum. While distinct, these continua can, and sometimes should, influence one another, and can be manipulated to optimally integrate entrustment within a program of assessment. In this article, the authors describe each of these continua and depict how key alignments between them can help optimize value when using entrustment in programmatic assessment within competency-based medical education. As they think through these continua, the authors will begin and end with a case study to demonstrate the practical application as it might occur in the clinical learning environment. |
| Document Type: | Article |
| Language: | English |
| ISSN: | 1040-2446 |
| DOI: | 10.1097/acm.0000000000004108 |
| Access URL: | https://journals.lww.com/academicmedicine/Fulltext/2021/07001/Entrustment_Unpacked__Aligning_Purposes _Stakes .10.aspx https://pubmed.ncbi.nlm.nih.gov/34183603 https://cris.maastrichtuniversity.nl/en/publications/6e2363cd-f405-4e64-b54c-3af5918c9b09 https://doi.org/10.1097/ACM.0000000000004108 https://researchnow.flinders.edu.au/en/publications/entrustment-unpacked-aligning-purposes-stakes-and-processes-to-en https://pubmed.ncbi.nlm.nih.gov/34183603/ https://europepmc.org/article/MED/34183603 https://www.ncbi.nlm.nih.gov/pubmed/34183603 |
| Rights: | taverne |
| Accession Number: | edsair.doi.dedup.....839454ee8ba508cfb7f3fa89096bf3aa |
| Database: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | Educators use entrustment, a common framework in competency-based medical education, in multiple ways, including frontline assessment instruments, learner feedback tools, and group decision making within promotions or competence committees. Within these multiple contexts, entrustment decisions can vary in purpose (i.e., intended use), stakes (i.e., perceived risk or consequences), and process (i.e., how entrustment is rendered). Each of these characteristics can be conceptualized as having 2 distinct poles: (1) purpose has formative and summative, (2) stakes has low and high, and (3) process has ad hoc and structured. For each characteristic, entrustment decisions often do not fall squarely at one pole or the other, but rather lie somewhere along a spectrum. While distinct, these continua can, and sometimes should, influence one another, and can be manipulated to optimally integrate entrustment within a program of assessment. In this article, the authors describe each of these continua and depict how key alignments between them can help optimize value when using entrustment in programmatic assessment within competency-based medical education. As they think through these continua, the authors will begin and end with a case study to demonstrate the practical application as it might occur in the clinical learning environment. |
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| ISSN: | 10402446 |
| DOI: | 10.1097/acm.0000000000004108 |