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PERSPECTIVE article

Front. Med.
Sec. Healthcare Professions Education
Volume 11 - 2024 | doi: 10.3389/fmed.2024.1432319
This article is part of the Research Topic Innovations in Teaching and Learning for Health Professions Educators View all articles

Integrating Behavioral Assessment in Instructional Design for Competency-Based Medical Education

Provisionally accepted
Kimberly N. Williams Kimberly N. Williams 1*Elizabeth H. Lazzara Elizabeth H. Lazzara 1Mozhdeh Sadighi Mozhdeh Sadighi 2Neethu Chandran Neethu Chandran 2Kavita Joshi Kavita Joshi 2Sonika Raj Sonika Raj 2Ian Shields Ian Shields 3Blake Nichols Blake Nichols 2Daniel Testa Daniel Testa 2Jessica Hernandez Jessica Hernandez 2Meghan Michael Meghan Michael 2Robert Rege Robert Rege 2Philip Greilich Philip Greilich 2
  • 1 Embry–Riddle Aeronautical University, Daytona Beach, United States
  • 2 University of Texas Southwestern Medical Center, Dallas, Texas, United States
  • 3 Penn Medicine, Philadelphia, Pennsylvania, United States

The final, formatted version of the article will be published soon.

    As institutions continuously strive to align with the standards set forth within competency-based medical education, there is an increased need to produce evidence of learner achievement in the form of observable behaviors. However, the complexity of healthcare education and clinical environments make it challenging to generate valid and reliable behavioral assessments. In this article, we utilize our interdisciplinary knowledge from the perspectives of experts in medical education, assessment, and academic administration to provide tips to successfully incorporate behavioral assessments into instructional designs. These include tips for identifying the best assessment methods fit for purpose, guiding instructors in establishing boundaries of assessment, managing instructors, selecting raters, generating behavioral assessment guides, training raters, ensuring logistics support assessment strategies, and fostering capacity for iteration. These can be used by institutions to improve planning and implementation for longitudinal behavioral assessments.

    Keywords: Competency-based, undergraduate, Medical Education, assessment, rater selection, Observational ratings

    Received: 13 May 2024; Accepted: 29 Jul 2024.

    Copyright: © 2024 Williams, Lazzara, Sadighi, Chandran, Joshi, Raj, Shields, Nichols, Testa, Hernandez, Michael, Rege and Greilich. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Kimberly N. Williams, Embry–Riddle Aeronautical University, Daytona Beach, United States

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.