Comprehensive assessment of professional competence: the Rochester experiment.
BACKGROUND
A required 2-week comprehensive assessment (CA) for 2nd-year medical students that integrates basic science, clinical skills, information management, and professionalism was implemented.


METHODS
The CA links standardized patients (SPs) with computer-based exercises, a teamwork exercise, and peer assessments; and culminates in student-generated learning plans.


RESULTS
Scores assigned by SPs showed acceptable interrater reliability. Factor analyses defined meaningful subscales of the peer assessment and communication rating scales. Ratings of communication skills were correlated with information gathering, patient counseling, and peer assessments; these, in turn, were strongly correlated with the written exercises. Students found the CA fair, with some variability in opinion of the peer and written exercises. Useful learning plans and positive curricular changes were undertaken in response to the CA results.


CONCLUSIONS
A CA that integrates multiple domains of professional competence is feasible, useful to students, and fosters reflection and change. Preliminary data suggest that this format is reliable and valid.
Epstein
Ronald M
RM
Department of Family Medicine, University of Rochester School of Medicine and Dentistry, New York 14620, USA. ronald_epstein@urmc.rochester.edu
Dannefer
Elaine F
EF
Nofziger
Anne C
AC
Hansen
John T
JT
Schultz
Stephen H
SH
Jospe
Nicholas
N
Connard
Laura W
LW
Meldrum
Sean C
SC
Henson
Lindsey C
LC
D000328:Adult; D002983:Clinical Competence; D003194:Computer-Assisted Instruction; D003479:Curriculum; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D009518:New York; D016544:Patient Simulation; D010380:Peer Review; D012577:Schools, Medical / Q000592:standards*; D013337:Students, Medical