Many teacher training programs have applied the notion of competence-based education since the early 1970s. However, the approach is novel to many professions. In medical training in particular, there has been a recent shift from a traditional time-based system to an outcome-based system. As a result, institutions are now accountable for the milestone achievements of its medical trainees. This shift in thinking is an opportunity to reevaluate assessment in training, and study both the implementation of assessment in competence-based systems and innovation of assessment.
In the clinical workplace, decisions about trainee competence are made formally and informally. Often, they are made by an individual, and sometimes they are made by groups. The purpose of this research is to understand individual and group processing in developing accurate approximations of competence. This work is heavily integrated within the school system and often involves large groups of people to study and implement research into practice.
Lead Investigator: Dr. Saad Chahine
Chahine, S., Cristancho, S.M., Padgett, J., & Lingard, L.A. (2017). How do small groups make decisions? A theoretical framework to inform the implementation and study of Clinical Competency Committees. Perspectives in Medical Education, 6(3), 192-198.https://link.springer.com/article/10.1007%2Fs40037-017-0357-x
Chahine, S., Holmes, B., & Kowalewski, Z. (2016). In the minds of OSCE examiners: Uncovering hidden assumptions. Advances in Health Sciences Education, 21(3), 609-625. http://link.springer.com/article/10.1007%2Fs10459-015-9655-4