Competency-Based Assessment Methods in Adult Cardiac Sonography: Students’ Perceptions and Clinical Evaluation

Abstract

Objective: This research examined the effects of multiple combined competency-based methods on sonography students’ perceptions of adult echocardiography training components. In addition, clinical preceptor evaluation scores were compared with faculty objective structured clinical examination (OSCE) scores. Materials and Methods: A quasi-experimental nonequivalent group research design was used to evaluate students enrolled in an adult cardiac Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited curriculum. Students’ perceptions pre and post multiple competency-based methods (formative assessment, OSCE, & simulation) intervention were recorded via course evaluations. Questions were analyzed individually using descriptive statistics and the Bonferroni correction. Students’ clinical evaluation and OSCE scores were analyzed using Spearman’s rank correlation. Results: The majority of students’ perceptions pre- and postintervention of multiple competency-based assessments demonstrated significant differences, or they primarily agreed that their echocardiography knowledge or skill set was enhanced. There was weak correlation between students’ clinical competency evaluation scores and OSCE scores—post implementation of multiple competency-based assessments, rs(37) = −.01, P = .93. Conclusion: These results suggest further evaluation of the credentialing process’s clinical assessment to ensure clinical competency.