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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
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
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  Data: 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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