Speaker(s): 

Rob Cooney, MD, MSMedEd, Staff Member, Geisinger - has nothing to disclose.

Jodie Reider, MD, Staff Member, Geisinger - has nothing to disclose.

Nicole Woll, PhD, MEd,Staff Member, Geisinger - has nothing to disclose. 

Learning Objectives: 

At the conclusion of this session, the participant should be able to: 

• Describe the language and framework of Competency-based Medical Education.
• Understand and apply a model of direct observation to their feedback and assessment.
• Provide feedback that is timely, specific, and actionable using an evidence-informed feedback model.
• Explain the purpose of frame of reference training and apply calibration strategies to improve consistency and reliability in learner assessment.

Disclosure of Relevant Financial Relationships with/without Commercial Interests:

The Planning Committee consisting of Nicole Woll, PhD, MEd, Robert Cooney, MD, MSMedEd, Kristi Shirk, BA, Daniel Longyhore, PharmD, Rebecca Stoudt, DNP, PhD, CRNA, Karen Tillotson, PA-C, and Annie Seif, BS have no identified disclosures. 

CE Committee Member/Content Reviewers have nothing to disclose. 

Any/All relevant financial relationships have been mitigated. 

Content Disclosure: 

This presentation/content is HIPAA compliant. 

Commercial Support for this Session

None

Session Description: This session focuses on the critical role of assessment in medical education, guiding participants through evidence-based strategies to evaluate learner performance and support growth. The morning begins with an introduction to competency-based medical education, framing assessment as a tool for ensuring learners meet defined standards of proficiency. Participants will explore various methods for assessing learners, including direct observation and techniques for providing effective, actionable feedback. The session also introduces frame of reference training—also known as interrater reliability training—to help educators calibrate their evaluations and ensure consistency across assessors. To prepare for the next session’s in-depth feedback workshop, participants will conclude with an overview of feedback models and approaches. This session equips educators with the skills to assess learners fairly and constructively, fostering a culture of continuous improvement and accountability. 

Session Schedule and Topics:  

Required Reading:                           

Curriculum Development for Medical Education: A Six Step Approach

Chapters 6 l Pages 119 – 141

Journal Club Articles:

• Schuwirth LWT, van der Vleuten CPM. A history of assessment in medical education. Adv Health Sci Educ Theory Pract. 2020 Dec;25(5):1045-1056. doi: 10.1007/s10459-020-10003-0. Epub 2020 Oct 28. PMID: 33113056.  

• Ende J. Feedback in clinical medical education. JAMA. 1983 Aug 12;250(6):777-81. PMID: 6876333.  

Reference Material:                        

• Cate, O.T., Hart, D., Ankel, F., Busari, J., Englander, R., Glasgow, N., Holmboe, E., Iobst, W., Lovell, E., Snell, L., Touchie, C., Van Melle, E., & Wycliffe-Jones, K. (2016). Entrustment Decision Making in Clinical Training.  Academic Medicine, 91(2), 191-198. Doi: 10.1097/ACM.0000000000001044. 
• Schuwirth LWT, van der Vleuten CPM. A history of assessment in medical education. Adv Health Sci Educ Theory Pract. 2020 Dec;25(5):1045-1056. doi: 10.1007/s10459-020-10003-0. Epub 2020 Oct 28. PMID: 33113056. 
• Ende J. Feedback in clinical medical education. JAMA. 1983 Aug 12;250(6):777-81. PMID: 6876333.