Competency-Based Education Assessment Tools for Laser Capsulotomy, Peripheral Iridotomy, and Selective Laser Trabeculoplasty

2019 ◽  
Vol 2 (3) ◽  
pp. 179-187 ◽  
Author(s):  
Danielle D. Wentzell ◽  
Helen Chung ◽  
Christopher Hanson ◽  
Patrick Gooi
Keyword(s):  
Assessment Tools ◽  
Selective Laser Trabeculoplasty ◽  
Education Assessment ◽  
Competency Based Education ◽  
Laser Trabeculoplasty ◽  
Competency Based ◽  
Peripheral Iridotomy

Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

2021 ◽  
Vol 34 (03) ◽  
pp. 155-162
Author(s):  
Marisa Louridas ◽  
Sandra de Montbrun
Keyword(s):  
Minimally Invasive ◽  
Technical Skill ◽  
Assessment Tools ◽  
Independent Practice ◽  
Competency Based Education ◽  
The Past ◽  
Robotic Colorectal Surgery ◽  
Competency Based ◽  
Colorectal Surgeons ◽  
Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

scholarly journals Assessing competence in emergency medicine trainees: an overview of effective methodologies

CJEM ◽  
2008 ◽  
Vol 10 (04) ◽  
pp. 365-371 ◽  
Author(s):  
Jonathan Sherbino ◽  
Glen Bandiera ◽  
Jason R. Frank
Keyword(s):  
Emergency Medicine ◽  
Core Competencies ◽  
Assessment Tools ◽  
Competency Based Education ◽  
Physician Competence ◽  
Competency Based

ABSTRACTHow do we define competence in emergency medicine (EM), and how do we know when a resident has achieved it? In recent years, the idea of physician competence has become widely recognized as being multidimensional. This has resulted in an emphasis on competency-based education and assessment. We describe an up-to-date model to assess competence in EM. An overview of appropriate EM assessment tools is provided, along with their significant strengths and limitations. Sample behaviours representative of core competencies commonly assessed in EM training are matched to appropriate assessment tools. This review may serve as an introductory resource for EM clinicians, teachers and educators involved in EM trainee assessment.

Assessment Literacy of Pre-Service Teachers and the NCBTS Domain

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Jovelyn G. Delosa ◽  
Kathleen M. Morales
Keyword(s):  
Rasch Model ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Descriptive Analysis ◽  
The Philippines ◽  
Assessment Tools ◽  
Assessment Literacy ◽  
Education Assessment ◽  
Unethical Practices ◽  
Competency Based

Assessment Literacy is a requisite skill pre-service teachers need to develop to ensure the quality of teaching and learning. Teacher Education Institutions (TEIs) are the best venue where this skill is developed. This study seeks to find out the classroom assessment literacy of pre-service teachers of Xavier University utilizing the Classroom Assessment Literacy (CALI) Tool of Dr. Craig Mertler. This tool was revalidated using the Rasch Model and items were revised in the Philippine context. Standards for each item in CALI were matched with the Strands of Domain 5 (Planning, Assessing & Reporting) of the National Competency-Based Teacher Standards (NCBTS) of the Philippines. Fifty-nine pre-service teachers participated in the study. The descriptive analysis included frequencies and percentages. Results show highest performance on choosing appropriate assessment tools with 81.36% while least in developing valid grading procedures with 8.47%. Furthermore, five out of seven assessment standards in CALI were well represented in the NCBTS. However, the standards for developing valid grading procedures and recognizing unethical practices were least addressed. The need to re-examine how assessment concepts were taught to pre-service teachers emerged. This study provided an avenue to suggest to the NCBTS Team the necessity of revisiting the strands of the NCBTS Framework. Keywords - Education, assessment literacy, NCBTS standards, Rasch Model, descriptive research design, Philippines

Using Formative Video Competencies and Summative In-Person Competencies to Examine Preparedness for Entry-Level Professional Practice

2020 ◽  
Vol 41 (04) ◽  
pp. 310-324
Author(s):  
Jerry K. Hoepner ◽  
Abby L. Hemmerich
Keyword(s):  
Formative Assessment ◽  
Assessment Tools ◽  
Competency Assessment ◽  
Entry Level ◽  
Competency Based Education ◽  
Pilot Investigation ◽  
Competency Based ◽  
Criterion Referenced ◽  
And Performance ◽  
Effective Assessment

AbstractA key element of competency-based education is assessment. Effective assessment requires access to a core set of expectations that match a learner's level of preparation. Miller's triangle provides a framework for establishing appropriate expectations that move learners from novice to entry-level clinicians. Formative assessment and feedback are a crucial part of facilitating learning in this context. A pilot investigation was conducted to examine the effects of a formative, video competency on performance in a summative, live competency. Rubrics were used to score performance on two competencies, an oral mechanism exam (OME) and a clinical bedside swallowing examination (CBSE). Performance on the OME was significantly improved in the summative competency, compared with the formative, video competency. Performance on the CBSE did not change from formative to summative competency. Assessment in competency-based education is important as a measure of readiness for entry-level practice. Formative assessment and feedback can improve preparedness and performance on summative competencies. Detailed, criterion-referenced assessment tools are crucial to identifying performance. While the OME rubric used in this investigation appears to meet that standard, it is likely that the CBSE rubric was not specific enough to detect changes.

scholarly journals Selective Laser Trabeculoplasty Protects Glaucoma Progression in the Initial Primary Open-Angle Glaucoma and Angle-Closure Glaucoma after Laser Peripheral Iridotomy in the Long Term

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Natalia Ivanovna Kurysheva ◽  
Lyudmila Vyacheslavovna Lepeshkina
Keyword(s):  
Primary Open Angle Glaucoma ◽  
Open Angle Glaucoma ◽  
Angle Closure ◽  
Open Angle ◽  
Selective Laser Trabeculoplasty ◽  
Laser Peripheral Iridotomy ◽  
Laser Trabeculoplasty ◽  
Rate Of Progression ◽  
Peripheral Iridotomy

Purpose. To compare the ability of SLT in preventing glaucoma progression in the initial primary angle-closure glaucoma (PACG) after laser peripheral iridotomy and primary open-angle glaucoma (POAG) in the long term. Methods. 60 patients with the initial stage of PACG after laser peripheral iridotomy and 64 initial POAG patients were recruited in a prospective study. Complete success of selective laser trabeculoplasty (SLT) was defined as a 20% intraocular pressure (IOP) reduction with topical hypotensive medications without any hypotensive intervention. Pre-SLT rate of progression and post-SLT rate of progression (ROP) was detected in the both groups by means of the trend and the event analysis of perimetry, the Guided Progression Analysis, and the optical coherence tomography- (OCT-) based negative trend for either the thickness of the peripapillary retinal nerve fiber layer (RNFL) or ganglion cell complex (GCC). Results. IOP decreased significantly after SLT in both the groups. 30% in PACG and 19% in POAG had the progression according to perimetry and 49% in PACG and 40% in POAG had the progression, respectively, according to OCT. After SLT, ROP was reduced from −0.14 ± 0.39 dB/year to −0.08 ± 0.48 dB/year, p=0.034, in PACG and from −0.09 ± 0.36 dB/year to −0.04 ± 0.43 dB/year, p=0.021, in POAG. According to RNFL trend analysis, ROP was reduced from −1.86 ± 2.9 μm/year to −1.38 ± 2.2 μm/year, p=0.039, and from −1.24 ± 2.23 μm/year to −0.76 ± 1.73 μm/year, p=0.037, in PACG and POAG, and according to GCC, ROP was reduced from −1.88 ± 2.9 μm/year to −1.34 ± 2.0 μm/year, p=0.040, and from −1.35 ± 2.16 μm/year to −0.91 ± 1.86 μm/year, p=0.040, in PACG and POAG, respectively. ROP was significantly faster in PACD than in POAG between 2 and 6 years after SLT: −0.15 ± 0.46 dB/year and 0.02 ± 0.38 dB/year (p=0.042). However, it did not differ significantly according to OCT. Conclusion. SLT is an effective treatment for initial PACG after LPI and POAG that can prevent functional and structural deterioration in the long term.

Sign in / Sign up

Export Citation Format

Share Document