The list of breakout session participants can be found as the appendix of a related article on page 1486.
Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance
Article first published online: 26 DEC 2012
© 2012 by the Society for Academic Emergency Medicine
Academic Emergency Medicine
Special Issue: 2012 AEM Consensus Conference Special Issue: Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success. Guest Editors: John Burton, Terry Kowalenko, Richard Lammers
Volume 19, Issue 12, pages 1379–1389, December 2012
How to Cite
ACADEMIC EMERGENCY MEDICINE 2012; 19: 1379–1389 © 2012 by the Society for Academic Emergency Medicine
The paper reports on a breakout track of the Academic Emergency Medicine consensus conference “Education Research In Emergency Medicine: Opportunities, Challenges, and Strategies for Success” held May 9, 2012, in Chicago, IL.
The authors have no relevant financial information or potential conflicts of interest to disclose.
- Issue published online: 26 DEC 2012
- Article first published online: 26 DEC 2012
- Manuscript Accepted: 1 JUL 2012
- Manuscript Received: 30 JUN 2012
There is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation-based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360-degree evaluations, portfolios, self-reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012 Academic Emergency Medicine (AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.