Abstract
AbstractUntil recently, physicians in the USA who were board-certified in a specialty needed to take a summative test every 6–10 years. However, the 24 Member Boards of the American Board of Medical Specialties are in the process of switching toward much more frequent assessments, which we refer to aslongitudinal assessment. The goal of longitudinal assessments is to provide formative feedback to physicians to help them learn content they do not know as well as serve an evaluation for board certification. We present five articles collectively covering the science behind this change, the likely outcomes, and some open questions. This initial article introduces the context behind this change. This article also discusses various forms of lifelong learning opportunities that can help physicians stay current, including longitudinal assessment, and the pros and cons of each.
Funder
American Board of Internal Medicine
Publisher
Springer Science and Business Media LLC
Subject
Cognitive Neuroscience,Experimental and Cognitive Psychology
Reference123 articles.
1. Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121(2), 219–245jh.
2. Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701.
3. Ariel, R., & Karpicke, J. D. (2017). Improving self-regulated learning with a retrieval practice intervention. Journal of Experimental Psychology: Applied, 24(1), 43–56.
4. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
5. Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612–637.
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献