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NBME UPDATES AND COLLABORATIONS
8 June 2021
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NBME Mission
To protect the health of the public through state of the art assessment of health professionals. While centered on assessment of physicians, this mission encompasses the spectrum of health professionals along the continuum of education, training and practice and includes research in evaluation as well as development of assessment instruments.
NBME Vision
Improving healthcare around the world through assessment
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DID YOU KNOW?
2020 Fast Facts1. 30 Countries2. Nearly 500 employees, >500 volunteers from 179 organizations
and institutions (48% women; 29% racial/ethnic groups)a. 20 Research Interns since 2016
3. >350,000 medical school exams; >100,000 USMLE Step exams; >400,000 free self-assessments for learners – COVID-19 give back
4. 18 collaborations with Health Professional Organizations (licensing, in-training, certifications) 5. 300 participants in Item-Writing Workshops + 240 faculty from MD/DO schools at NICE6. Stemmler Fund – 3,100 citations, 74 principal investigators, 95 projects funded7. 106 years young on May 6, 2021
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AGENDA
1. Introductions2. Updates on NBME research3. Competency-Based Assessment unit4. Q&A
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INTRODUCTIONS
• Michael Barone, MD, MPH• Vice President, Competency Based
Assessment • Jonathan Rubright, PhD• Vice President, Office of Research Strategy
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UPDATES ON NBME RESEARCH
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RESEARCH AT NBME #1
Office of Research Strategy• Matrixed function across organization
• Identifies potential new assessment capabilities
• Support transition from capability development to operational delivery
• Research Implementation Committee (RIC) • Track trends in health care, assessment, and technology
• Oversee doctoral internships and visiting scholars
• Sponsor seminars/conferences
• Promotes collaborative research
• Oversight and dissemination of presentations and publications
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RESEARCH AT NBME #2
Office of Research Strategy also
• Conducts research aimed at improving the quality and efficiency of exams and their delivery and scoring.
• Works to understand needs and develop new capabilities that allow NBME to better address those needs.
• Collaborates to develop capabilities that will improve efficiency and enhance quality. • Conducts research to contribute to the fields of medical education and educational
measurement, often in collaboration with individuals and institutions.
Online Research Library over 1,500 publications dating back to 1923
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COMPETENCY-BASED ASSESSMENT UNIT
TRENDS IN MEDICAL EDUCATION
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1. Interprofessional education … collaborative practice.
2. Longitudinal integrated clinical education that is more patient, community, and chronic disease oriented.
3. Education in the social determinants of health and the social and humanistic missions of the health professions.
4. The continuum of health professions education for the life-long learning and long-term wellbeing of health professionals.
5. A shift to competency-based, time variable health professions education to better fulfill our social contract and to produce the most competent practitioners most efficiently.
6. The integration of artificial intelligence and new educational and information … Thibault, GE. FASEB BioAdvances. 2020;2:685–694
CHARTING A PATH - 2018-2019
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• Help to support a system of high-quality assessments, driven by assessments over time, data aggregation, analytics, and developed in partnership with US medical education
• Catalyze competency based medical education
• Help to build trust across the UME/GME divide.
• Develop and incrementally enhance assessment through relationships with medical education
• Create key strategic alignments
COMPETENCY BASED ASSESSMENT: KEY INFLUENCES
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CBA VS. CBME
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CBA – a unit with focus areas on skills and behaviors; assessments for purpose (non-licensure). Nexus with CBMECBME - Five Core Components • Outcomes-focused (vs. time)• Progressive sequencing of competencies• Novice to Master clinician
• Learning experiences tailored to competencies• Teaching tailored to competencies• Teaching responsive to individual learner needs
• Programmatic assessment• Emphasis on workplace-based assessment, personalized feedback, robust system for decision
makingVan Melle E,et.al. Acad Med. 2019 Jul;94(7):1002-1009.
CBA – TOWARD OUTCOMES FOCUSED MEDICAL EDUCATION
14Sources: AAMC, ABP, ACGME, Royal College of Physicians and Surgeons of Canada
CBA STRATEGIC PLANNING
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Opportunities within in existing assessments
in med ed
Summary evaluation, MSF, Simulations
Opportunities for new assessments
HSS competenciesBehavioral (non-cog)
Core: Communication, Physical Exam
Research opportunities to advance assessment/frameworks and their
implementation
CBME, EPAs
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Need for a shared mental model (constructs)
Assessment implementation
Data (quant/qual) analytics and
decision making
Coalition Recommendation #7
UME and GME educators, along with representatives of the
full educational continuum, should jointly define and
implement a common framework and set of
outcomes (competencies) to apply to learners
across the continuum from UME to GME
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COLLABORATION OPPORTUNITIES
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AREAS OF ENGAGEMENT
STRATEGIC INSIGHTS
DATA SHARING FUNDING
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STRATEGIC INSIGHTS
• Idea generation• Collaborating with schools and programs for
co-creation of solutions • Pilot studies• “in vitro” and “in vivo” studies
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STEMMLER FUND
Supporting researchers in their work to develop innovative approaches for the assessment of medical education.• 26 years in the making• Funding availability • Areas of interest
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Q&A
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