Exploring valid and reliable assessment methods for care management education: A Delphi study. Issue 3 (4th July 2016)

• Record Type: Journal Article
• Authors: Gennissen, Lokke; Stammen, Lorette; Bueno-de-Mesquita, Jolien; Wieringa, Sietse; Busari, Jamiu
• Is Part Of: Leadership in health services. Volume 29:Issue 3(2016)
• Page Start: 240
• Page End: 250
• Publication Date: 2016-07-04
• Subjects: Health care -- Competency -- Medical education -- Physician -- Postgraduate -- Care management; Medical care -- Periodicals; Health services administration -- Periodicals; Health services administration -- Canada -- Periodicals; 362.1068
• DOI: 10.1108/LHS-09-2015-0029
• Languages: English
• ISSNs: 1751-1879

Abstract

Abstract : Purpose: It is assumed that the use of valid and reliable assessment methods can facilitate the development of medical residents' management and leadership competencies. To justify this assertion, the perceptions of an expert panel of health care leaders were explored on assessment methods used for evaluating care management (CM) development in Dutch residency programs. This paper aims to investigate how assessors and trainees value these methods and examine for any inherent benefits or shortcomings when they are applied in practice. Design/methodology/approach: A Delphi survey was conducted among members of the platform for medical leadership in The Netherlands. This panel of experts was made up of clinical educators, practitioners and residents interested in CM education. Findings: Of the respondents, 40 (55.6 per cent) and 31 (43 per cent) participated in the first and second rounds of the Delphi survey, respectively. The respondents agreed that assessment methods currently being used to measure residents' CM competencies were weak, though feasible for use in many residency programs. Multi-source feedback (MSF, 92.1 per cent), portfolio/e-portfolio (86.8 per cent) and knowledge testing (76.3 per cent) were identified as the most commonly known assessment methods with familiarity rates exceeding 75 per cent. Practical implications: The findings suggested that an "assessment framework" comprising MSF, portfolios, individual process improvement projects or self-reflections and observations in clinical practice should be used to measure CM competencies in residents. Originality/value: This study reaffirms the need for objective methods to assess CM skills in post-graduate medical education, as there was not a single assessment method that stood out as the best instrument.