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Файл:Ординатура / Хирургия / Библиотека им академика М.И. Перельмана / Книга_112_библиотеки_им_акад_М_И_Перельмана
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these measures, now mostly extracted from electronic medical
records, is an established part of medical practice across the globe.
Chapter 12 provides updated guidance on the effective use of
multisource feedback, an approach essential to patient-centered care
and interprofessional practice.
Chapter 13 is a complement to Chapter 5, covering the expansive
field of simulation outside standardized patients. Simulation,
depending on the discipline, should increasingly become a standard
component of an assessment program and is being increasingly used
in mastery-based educational approaches. Chapter 14 is an expanded
chapter on practical approaches to feedback with the inclusion of new
tools and resources.
The final three chapters help the reader “put it all together.”
Portfolios, covered in Chapter 15, offer a comprehensive approach to
supporting an assessment program. This chapter provides practical
advice on how to design and implement portfolios. Chapter 16 is a
new chapter on the use of group process, commonly called clinical
competency committees, that is rapidly becoming an essential
component of programmatic assessment. Chapter 17 provides a
systematic approach to working with the struggling learner (i.e., the
learner in difficulty). These learners require an assessment program
and systematic approach using multiple assessment methods. The
final chapter, Chapter 18, covers the important role of programmatic
evaluation as part of an effective educational program. Up-to-date
concepts and approaches to program evaluation are provided.
In sum, effective assessment requires a multifaceted approach using
a combination of assessment methods. This is the rationale behind the
organization and design of this book. Effective assessment also
depends upon collaboration among a team of faculty and other
educators; thus any change to an assessment system must include not
only buy-in from others, but also the investment to train educators to
use assessment methods and tools effectively. A CBME system must
https://t.me/med1917
also include the learners as “active agents” in their own learning and
assessment, meaning assessment activities need to be, at a minimum,
a coproduced process. Leaners, along with patients and families, are
the ultimate stakeholders in health professions education.
Interprofessional faculty, program leaders, and learners need to work
together to cocreate and coproduce assessment to maximize
educational, and ultimately, clinical outcomes.
It is essential to remember that the true assessment instrument is
the individual using it, not the instrument itself. Assessment tools are
only as good as the individual using them. If done well, assessment
can have a profoundly positive effect on patients, learners, and
faculty. That has not changed since the first edition of this book in
2008 and likely never will. Nothing can be more satisfying than
knowing each and every one of your graduates is truly ready to move
to the next career level. The public expects no less, and we should
expect no less from ourselves. In that spirit, we welcome comments
from you, the reader, on how we can improve upon this book.
Eric S. Holmboe
Steven J. Durning
https://t.me/med1917
Contributors
Loai Albarqouni, MD, MSc, PhD
Assistant Professor
Institute for Evidence-Based Healthcare
Faculty of Health Sciences & Medicine
Gold Coast, Australia
James G. Boyle, MBChB, MD, MSc, FRCP
Associate Professor
Glasgow Royal Infirmary
School of Medicine, Dentistry & Nursing
Brian E. Clauser, EdD
Distinguished Research Scientist
Office of Research Strategy
National Board of Medical Examiners
Philadelphia, Pennsylvania
United States
Susannah Cornes, MD
Professor
Department of Neurology
University of California San Francisco
San Francisco, California
United States
Brigid M. Dolan, MD, MEd
https://t.me/med1917
Associate Professor
Assistant Dean of Assessment
Department of Medicine and Medical Education
Feinberg School of Medicine
Northwestern University
Chicago, Illinois
United States
Steven J. Durning, MD, PhD
Professor and Vice Chair, Department of Medicine
Director, Center for Health Professions Education (CHPE)Uniformed
Services University
Bethesda, Maryland
United States
Andem Ekpenyong, MD, MHPE
Associate Professor
Department of Internal Medicine
Rush University Medical Center
Chicago, Illinois
United States
Stanley J. Hamstra, PhD
Professor and Vice-Chair of Clinical Teaching, Department of
Surgery, University of Toronto, Toronto, Canada; Senior Scientist,
Holland Bone and Joint Program, Sunnybrook Research Institute,
Toronto, Canada;
Research Consultant, Milestones Research and Evaluation,
Accreditation Council for Graduate Medical Education, Chicago,
Illinois, United States;
Adjunct Professor, Department of Medical Education, Northwestern
University Feinberg School of Medicine,Chicago, Illinois, United
States
https://t.me/med1917
Karen E. Hauer, MD, PhD
Associate Dean for Competency Assessment and Professional
Standards
University of California, San Francisco School of Medicine
San Francisco, California
United States
Eric S. Holmboe, MD
Professor Adjunct, Medicine
Yale University
New Haven, Connecticut
Adjunct Professor of Medical Education
Feinberg School of Medicine, Northwestern University
Chicago, Illinois
United States
Dragan Ilic, PhD
Professor
Deputy Head of School (Education)
Director, Teaching & Learning
Head, Medical Education Research & Quality (MERQ) unit
Monash University, Australia
William Iobst, MD, FACP
Senior Scholar at ACGMEEmeritus Professor of Medicine at Geisinger
Commonwealth School of Medicine
Scranton, Pennsylvania
United States
Benjamin Kinnear, MD, MEd
Associate Professor
Department of Pediatrics
University of Cincinnati College of Medicine
Cincinnati, Ohio
https://t.me/med1917
United States
Jennifer R. Kogan, MD
Professor of Medicine
Associate Dean, Student Success and Professional Development
Perelman School of Medicine at the University of Pennsylvania
Philadelphia, Pennsylvania
United States
Jocelyn M. Lockyer, PhD
Professor Emerita and Adjunct Professor
Community Health Sciences
Cumming School of Medicine
Melissa J. Margolis, PhD
Senior Measurement Scientist
Center for Advanced Assessment
National Board of Medical Examiners
Philadelphia, Pennsylvania
United States
Celia Laird O’Brien, PhD
Assistant Dean of Program Evaluation and Accreditation
Assistant Professor
Department of Medical Education
Feinberg School of Medicine
Northwestern University
Chicago, Illinois
United States
Patricia S. O’Sullivan, MS, Ed
D
Director of Research and Development in Medical Education
Center for Faculty Educators;
https://t.me/med1917
Louis N. Pangaro, MD, MACP
Professor of Medicine
Professor of Health Professions Education
Uniformed Services University School of Medicine
Bethesda, MD
Joan M. Sargeant, PhD
Professor
Continuing Professional Development and Medical Education
Faculty of Medicine
Dalhousie University
Halifax, Nova Scotia
Canada
Ross J. Scalese, MD
Professor of Medicine and Medical Education
Director of Educational Technology Development
Michael S. Gordon Center for Simulation and Innovation in Medical
Education
University of Miami Miller School of Medicine
Miami, Florida
United States
Daniel J. Schumacher, MD, PhD, MEd
Professor with Tenure
Department of Pediatrics
Cincinnati Children’s Hospital Medical Center
Cincinnati, Ohio
United States
Michael Soh, PhD
Assistant Professor
Center for Health Professions Education
Uniformed Services University of the Health Sciences
https://t.me/med1917
Bethesda, Maryland
United States
David B. Swanson, PhD
Professor, Department of Medical Education
University of Melbourne Medical School
Melbourne, Victoria
Australia
Olle ten Cate, PhD
Professor
Center for Research and Development of Education
University Medical Center Utrecht
Utrecht, Netherlands
Toshiko Uchida, MD
Associate Professor
Department of Medicine and Medical Education
Feinberg School of Medicine
Northwestern University
Chicago, Illinois
United States
Karen M. Warburton, MD
Associate Professor of Medicine
Department of Medicine
University of Virginia School of Medicine
Charlottesville, Virginia
United States
Thilan Wijesekera, MD, MHS
Assistant Professor
Department of Internal Medicine
Yale School of Medicine
New Haven, Connecticut
https://t.me/med1917
United States
https://t.me/med1917
Acknowledgments
We wish to acknowledge the talent and dedication of all the authors
whose effort and expertise resulted in this book. We also wish to
thank the countless trainees and faculty who we have worked with
over the years and who continue to inspire and challenge us. We
hope this book, in a small way, can help improve the educational
experience of all health professions educators and learners and,
ultimately, patients.
Eric S. Holmboe and Steven J. Durning
https://t.me/med1917
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