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Defining and Assessing Competence

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Remediation in Medical Education

Abstract

The ability to conduct effective clinical skills remediation has been greatly enhanced by an emerging consensus on the definition of medical competence and the consequent development of information-rich strategies to assess competence. In this chapter the authors describe how the definition of medical competence has evolved from a vague, intuitive impression toward a more analytic articulation of areas of competence with well-defined expectations within each area. They describe debates and present key concepts that greatly influence the practice of remediation in medical education such as entrustment, expertise development, deliberate practice, learning curves, and assessment for learning. Finally they describe an example under development of assessment for learning.

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Authors and Affiliations

  1. New York University School of Medicine, New York, NY, 11215, USA

    Adina Kalet M.D., M.P.H. & Martin Pusic M.D., Ph.D.

Authors
  1. Adina Kalet M.D., M.P.H.
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  2. Martin Pusic M.D., Ph.D.
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Correspondence to Adina Kalet M.D., M.P.H. .

Editor information

Editors and Affiliations

  1. Office of Medical Education, Department of Medicine, New York University School of Medicine, New York, New York, USA

    Adina Kalet

  2. Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California, USA

    Calvin L. Chou

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Kalet, A., Pusic, M. (2014). Defining and Assessing Competence. In: Kalet, A., Chou, C. (eds) Remediation in Medical Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-9025-8_1

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  • DOI: https://doi.org/10.1007/978-1-4614-9025-8_1

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  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4614-9024-1

  • Online ISBN: 978-1-4614-9025-8

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