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Evaluation and assessment pdf

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We apologize for the delay and appreciate your patience. Passing your boards demonstrates that you have met rigorous standards and have the clinical judgment, skills and attitudes essential for the delivery of excellent patient care. ABIM’s MOC program provides doctors with a pathway to know that they are staying current in the medical knowledge they use to make important care decisions daily. ABIM is a physician-led, non-profit, independent evaluation organization driven by doctors who want to achieve higher standards for better care in a rapidly changing world. It can be used by faculty as a routine, seamless evaluation of trainees in any setting. Faculty are encouraged to perform at least one per clinical rotation.

To be most useful, faculty should provide timely and specific feedback to the trainee after each assessment of a trainee-patient encounter. Note that paper copies of the Mini-CEX are no longer available from ABIM. Faculty using this assessment tool are expected to develop a common understanding of the criteria for each of these ratings through program-wide faculty development activities. ABIM recognizes that not all the ACGME general competencies can be easily assessed and evaluated by observing clinical skills. The listed examples are intended to demonstrate how the ABIM Mini-CEX could facilitate competency-based assessment and evaluation.

The ACGME General Competencies As the first major activity of the ACGME Outcome Project, the ACGME identified six general competencies for residents. Identifying the competencies was stimulated by increased attention to how adequately physicians are prepared to practice medicine in the changing health care delivery system. Trainees must be able to provide patient care, including the safe and effective use of procedures, that is compassionate, appropriate and effective for the treatment of health problems and the promotion of health. Trainees must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care. Trainees must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and lifelong learning.

Trainees must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families and health professionals. Trainees must demonstrate a commitment to carrying out professional responsibilities and adherence to ethical standards. Trainees must demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care. Program evaluation is a systematic method for collecting, analyzing, and using information to answer questions about projects, policies and programs, particularly about their effectiveness and efficiency.

The process of evaluation is considered to be a relatively recent phenomenon. However, planned social evaluation has been documented as dating as far back as 2200 BC. Evaluation became particularly relevant in the U. Program evaluations can involve both quantitative and qualitative methods of social research. Program evaluation may be conducted at several stages during a program’s lifetime.

Each of these stages raises different questions to be answered by the evaluator, and correspondingly different evaluation approaches are needed. Are the program’s processes maximizing possible outcomes? This includes identifying and diagnosing the actual problem the program is trying to address, who or what is affected by the problem, how widespread the problem is, and what are the measurable effects that are caused by the problem. The important task of a program evaluator is thus to: First, construct a precise definition of what the problem is. This is most effectively done by collaboratively including all possible stakeholders, i. Second, assess the extent of the problem. Having clearly identified what the problem is, evaluators need to then assess the extent of the problem.