A Call to Action From the California Consortium for the Assessment of Clinical Competence

Making the Case for Regional Collaboration

Bibliographic Data

ID21613375
AuthorsAndrew B Nevins (A.B. Nevins is clinical associate professor, Department of Internal Medicine, Division of Infectious Diseases, Stanford University School of Medicine, Stanford, California, corresponding author), Christy K Boscardin (C.K. Boscardin is professor, Department of Medicine and Department of Anesthesia and Perioperative Care, University of California San Francisco School of Medicine, San Francisco, California ; [email protected]), Daniel Kahn (0000-0003-0342-8793, D. Kahn is assistant clinical professor, Department of Internal Medicine, David Geffen School of Medicine at University of California Los Angeles, Los Angeles, California ; [email protected]), Win May (0000-0002-7040-3484, W. May is professor of clinical medical education, Keck School of Medicine, University of Southern California, Los Angeles, California ; [email protected]), Theresa Murdock-Vlautin (T. Murdock-Vlautin is director of clinical skills and professor of clinical pediatrics, pediatric critical care, and palliative care, University of California Davis School of Medicine, Sacramento, California ; [email protected]), Candace Y Pau (C.Y. Pau is faculty director of simulation and assistant professor, Department of Clinical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California ; [email protected]), Abigail Phillips (A. Phillips is associate clinical professor, Department of Internal Medicine, University of California San Francisco School of Medicine, San Francisco, California ; [email protected]), Rebeca Racataian-Gavan (R. Racataian-Gavan is assistant clinical professor of health sciences, Department of Undergraduate Medical Education, University of California Riverside School of Medicine, Riverside, California ; [email protected]), Tamara Shankel (T. Shankel is professor, Department of Medicine and Department of Pediatrics, and senior associate dean for medical student education, Loma Linda University School of Medicine, Loma Linda, California ; [email protected]), LuAnn Wilkerson (0000-0002-6089-4603, L. Wilkerson is professor and associate dean for evaluation and faculty development, Department of Medical Education, Dell Medical School at the University of Texas at Austin, Austin, Texas ; [email protected]), Alisa Wray (0000-0002-0059-4895, A. Wray is assistant clinical professor, Department of Emergency Medicine, University of California Irvine School of Medicine, Orange, California ; [email protected]), Stacy Charat (S. Charat is associate clinical professor, Department of Internal Medicine, Division of General Internal Medicine, University of California San Diego School of Medicine, San Diego, California ; [email protected])
Year2022
Volume97
Issue9
Pages1289-1294
Publication date2022-09-01
Open AccessYes
TypeARTICLE
VenueAcademic Medicine (JOURNAL)
Journal identifiersISSN: 1040-2446 • E-ISSN: 1938-808X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000004663
PMID35263299
OpenAlexW4220747746
LanguageEN
Citations received1
References cited37

The discontinuation of the United States Medical Licensing Examination Step 2 Clinical Skills Examination emphasizes the need for other reliable standardized assessments of medical student clinical skills. For 30 years, the California Consortium for the Assessment of Clinical Competence (CCACC) has collaborated in the development of clinical skills assessments and has become a valuable resource for clinicians, standardized patient educators, psychometricians, and medical educators. There are many merits to strong multi-institutional partnerships, including the integration of data across multiple schools to provide feedback to both students and curricula, pooled test performance statistics for analysis and quality assurance, shared best practices and resources, individual professional development, and opportunities for research and scholarship. The infrastructure of the CCACC allows member schools to adapt to a changing medical landscape, from emerging trends in clinical medicine to the limitations imposed by a global pandemic. In the absence of a national examination, there is now a greater need for all medical schools to develop a comprehensive, dynamic, and psychometrically sound assessment that accurately evaluates clinical skills. Medical schools working together in regional consortia have the opportunity to create and implement innovative and robust assessments that evaluate a wide range of clinical skills, ensure that medical students have met an expected level of clinical competency before graduation, and provide a framework that contributes to ongoing efforts for the development of new national clinical skills standards

Call to action · Competency assessment · Faculty Development · MEDLINE · Objective structured clinical examination · Standardized test · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Simulation-Based Education in Healthcare

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