Anesthesia assessment in the era of competences: state of the art

  • Sandra Ximena Jaramillo-Rincón a. Clínica de Marly, Bogotá, Colombia. b. Universidad de los Andes, Bogotá, Colombia
  • Eduardo Durante Instituto Universitario Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
  • Roberta Ladenheim a. Hospital Universitario CEMIC, Buenos Aires, Argentina. b. Ministry of Health and Social Development of the Republic of Argentina, Buenos Aires, Argentina
  • Juan Carlos Díaz-Cortés Clínica de Marly Jorge Cavelier Gaviria, Chía, Colombia
Keywords: Assessments, Competency-Based Education, Outcome and Process Assessment (Health Evaluation), Professional competence, Anesthesiology

Abstract

Introduction: Anesthesiology requires procedure fulfillment, problem, and real-time crisis resolution, problem, and complications forecast, among others; therefore, the evaluation of its learning should center around how students achieve competence rather than solely focusing on knowledge acquisition. Literature  shows that despite the existence of numerous evaluation strategies, these are still underrated in most cases due to unawareness.

Objective: The present article aims to explain the process of competency-based anesthesiology assessment, in addition to suggesting a brief description of the learning domains evaluated, theories of knowledge, instruments, and assessment systems in the area; and finally, to show some of the most relevant results regarding assessment systems in Colombia.

Methodology: The results obtained in “Characteristics of the evaluation systems used by anesthesiology residency programs stakeholders in the educational process, a fact that motivated the publishing of this discussion around the topic of competency-based assessment in anesthesiology. Following a bibliography search with the keywords through PubMed, OVID, ERIC, DIALNET, and REDALYC, 110 articles were reviewed and 75 were established as relevant for the research’s theoretical  framework.

Results and conclusion: Anesthesiology assessment should be conceived from the competency’s multidimensionality; it must be longitudinal and focused on the learning objectives.

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How to Cite
1.
Jaramillo-Rincón SX, Durante E, Ladenheim R, Díaz-Cortés JC. Anesthesia assessment in the era of competences: state of the art. Colomb. j. anesthesiol. [Internet]. 2020Jul.1 [cited 2020Sep.25];48(3):145-54. Available from: https://www.revcolanest.com.co/index.php/rca/article/view/910

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Published
2020-07-01
How to Cite
1.
Jaramillo-Rincón SX, Durante E, Ladenheim R, Díaz-Cortés JC. Anesthesia assessment in the era of competences: state of the art. Colomb. j. anesthesiol. [Internet]. 2020Jul.1 [cited 2020Sep.25];48(3):145-54. Available from: https://www.revcolanest.com.co/index.php/rca/article/view/910
Section
Narrative review