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Revised Assignment 1

Revised Assignment 1

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Assignment # 1

Context

Being a faculty in a medical college which is affiliated with a tertiary

care teaching hospital, and being considered as an expert on

assessment, the Dean discusses the actions to be taken on the

recommendations submitted by the institutional task force on

“Improving the quality of Assessments”. Dean has some queries which

need to be answered to move forward.

The paper pertains to the Dean’s queries arising from recommendation

# 1 which is reproduced as follows:

“Appropriate methods should be employed to certify competence

and assess performance along the continuum of medical education”.

The Dean’s queries are addressed as follows.

Dean’s Queries

1. What is the difference between competency, competence, and

performance?

Although the terms competency and competence are quite related,

and in various contexts, they are taken synonymously, basic differences

exist between the two terms in the context of assessment in medical

education.

Competency in medical education is defined as a description of the

skills as well as the knowledge that is required to perform a job function

after qualifying in the context of the experience, behaviors, and

various other attributes that are required to complement the basic

knowledge and skills to perform that job function.

On the other hand, competence refers merely to the qualification and

basic ability required for performing a job function without the context

of the underlying behaviors and approaches required for such a

qualification. Therefore, competency is a broader term that takes into

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account the critical thinking process which is required of the medical

graduates to better fit in their specific roles after graduating.

Performance in medical education refers to the students’ extent and

measure of the achievement of goals by the medical students.

Performance is a much straight-forward phenomenon than

competence and competencies and is directly measured by the use

of numeric assessment systems in vogue in medical education.

2. What tools would you recommend to the Dean to assess the

competence of the graduating student? Justify your choice based

on evidence. Discuss each tool’s main strengths and limitations.

As described already, performance is relatively straight forward to

measure using the conventional examination and grading systems due

to its limited scope. However, assessment of competence of medical

graduates is much broader in scope, based on the definition and

context of competence in medical education.

Traditionally, the performance and competence of medical students

have been assessed using conventional tools like written tests

complemented by practical examinations and viva voce for basic

sciences, and task-oriented assessment of clinical skills (TOACS), and

viva voce for clinical sciences.

The conventional tools for measurement of competence of graduating

students include the following [1]:

Multiple Choice Questions (MCQs)

Multiple choice questions are an objective form of assessment, which

can access competence by the use of questions having four or five

choices amongst which one is correct. The strength of MCQs lies in their

objectivity. The limitation of MCQs is the limited knowledge that can be

tested.

Extending Matching Questions (EMQs)

They are similar to the multiple-choice question, but test knowledge in

greater depth compared to the MCQs, which is their major strength

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1 Assignment # 1 Context Being a faculty in a medical college which is affiliated with a tertiary care teaching hospital, and being considered as an expert on assessment, the Dean discusses the actions to be taken on the recommendations submitted by the institutional task force on “Improving the quality of Assessments”. Dean has some queries which need to be answered to move forward. The paper pertains to the Dean’s queries arising from recommendation # 1 which is reproduced as follows: “Appropriate methods should be employed to certify competence and assess performance along the continuum of medical education”. The Dean’s queries are addressed as follows. Dean’s Queries 1. What is the difference between competency, competence, and performance? Although the terms competency and competence are quite related, and in various contexts, they are taken synonymously, basic differences exist between the two terms in the context of assessment in medical education. Competency in medical education is defined as a description of the skills as well as the knowledge that is required to perform a job function after qualifying in the context of the experience, behaviors, and various other attributes that are required to complement the basic knowledge and skills to perform that job function. On the other hand, competence refers merely to the qualification and basic ability required for performing a job function without the context of the underlying behaviors and approaches requ ...
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