John E Tetzlaff1. 1. Center for Anesthesiology Education, Anesthesiology Institute, Cleveland Clinic, Cleveland, OH 44195, USA. tetzlaj@ccf.org
Abstract
PURPOSE OF REVIEW: This review is designed to evaluate various aspects of the teaching, demonstration and assessment of competence in anesthesiology. RECENT FINDINGS: The approach to evaluation of competence has evolved from global impressions to an understanding of the elements of performance that determine competence. This assessment of performance to measure competence has been applied to cognitive performance, technical skills, and behavior. There is increasing consensus that assessment of competence is more effective when more than one tool is used, and when the tool selected actually measures the element of competence it was selected to measure. SUMMARY: The traditional evaluation of clinical competence in anesthesiology has focused on written examinations and global evaluation of skill. Limits to this approach have become obvious. Assessment has evolved to specific competencies with performance and behavior-based standards and criteria for mastery of each competency. As standards for competency are better understood, multimedia tools, such as simulation and electronic portfolio, will further advance this evolution.
PURPOSE OF REVIEW: This review is designed to evaluate various aspects of the teaching, demonstration and assessment of competence in anesthesiology. RECENT FINDINGS: The approach to evaluation of competence has evolved from global impressions to an understanding of the elements of performance that determine competence. This assessment of performance to measure competence has been applied to cognitive performance, technical skills, and behavior. There is increasing consensus that assessment of competence is more effective when more than one tool is used, and when the tool selected actually measures the element of competence it was selected to measure. SUMMARY: The traditional evaluation of clinical competence in anesthesiology has focused on written examinations and global evaluation of skill. Limits to this approach have become obvious. Assessment has evolved to specific competencies with performance and behavior-based standards and criteria for mastery of each competency. As standards for competency are better understood, multimedia tools, such as simulation and electronic portfolio, will further advance this evolution.