Longitudinal Assessment in Medical Board Certifications: A Focus on Learning and Feedback

• In Event: Changing Trends in Assessments Across the Health Professions: Applications of Artificial Intelligence and Machine Learning

Abstract

In the evolving landscape of medical certification, longitudinal assessment (LA) has become a popular alternative to traditional, episodic, high-stakes examinations (Ward et al., 2023). LA is a method of evaluating and improving one’s knowledge and skills over time by taking shorter, repeated assessments on a specific topic. It is based on the principle that repeated exposure to content with feedback enhances learning and retention. In the context of certification, it represents an effort to efficiently integrate the task of identifying those examinees who meet the standard implied by the certificate with the opportunity to improve the examinee’s knowledge and skills. This approach advocates for continuous professional development through regular evaluations and constructive feedback. The primary aim is not just to assess knowledge and competency at a particular point in time but to track the learning progression (Newton et al., 2021). This gives the certificates an ongoing opportunity to consider how well they are doing and whether they are increasing, decreasing, or remaining the same on the topic being measured. This is important so that they can remediate before they fall below the passing standard.
Also, given the fast-paced advancements in medical science and healthcare technologies, physicians must engage in lifelong learning to stay current and competent. LA supports this by aiding physicians in keeping pace with new research, evolving best practices, and the latest treatment guidelines.
Largely, LA makes the promise that it is not just a measure of competence, but a tool for personalizing learning and promoting professional growth. The question that must now be asked is does it do this? When it fails to do this for a few individuals, it can be useful feedback for them. When it fails to do this more globally, we must rethink our how we have designed our LA programs. In the medical certification arena, the research is still in its infancy, but we will discuss what has been done so far and some directions that might be fruitful.
These learning components are largely fulfilled through constructive, regular feedbacks. Feedback serves as more than a measure of performance; it is a growth facilitator and a tool for improvement. Regular feedback based on longitudinal assessments offers invaluable insights into a physician's strengths and areas for development, thereby enabling them to focus their learning efforts. By reframing the conventional perception of mistakes and feedback, professionals are encouraged to view feedback not as criticism, but as constructive advice. The constructive feedbacks also help to encourage a culture of self-reflection, self-evaluation, and self-improvement among medical professionals. Regular feedback prompts professionals to reflect on their performance, identify areas for growth, and take necessary actions. In this presentation, we will demonstrate the feedback we currently provided to the diplomates and our long-term goal to engage more diplomates in learning mode.
In summary, the paradigm shift towards longitudinal assessment, learning, and feedback in medical certification promises a more dynamic and holistic way to measure and ensure professional competence.

Authors

• Ting Wang, American Board of Family Medicine

• Thomas R. O'Neill, American Board of Family Medicine