ArticleAdvances in health sciences education : theory and practice2021
It does not have to be either or! Assessing competence in medicine should be a continuum between an analytic and a holistic approach.
Article in Advances in health sciences education : theory and practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
9 citing papers in PubMed, 24 citations in OpenAlex.
- Montessori Principles in Medical Education: Training Innovative and Compassionate Physicians.Medical science educator · 2026Article
- Review
- Seeking medical wisdom: Development of a physician-defined practical model of wise competence.Medical education · 2025Review
- Simulation Platforms to Train and Assess Pediatric Acute Care Procedural Skills: A Scoping Review.AEM education and training · 2025Article
- Competence of healthcare professionals performing electroencephalography test: A systematic review.Clinical neurophysiology practice · 2025Review
- Data-driven resuscitation training using pose estimation.Advances in simulation (London, England) · 2023Article
- The educational paradigm shift-a phenomenographic study of medical teachers' experiences of practices.BMC medical education · 2023Article
- Measuring teamwork for training in healthcare using eye tracking and pose estimation.Frontiers in psychology · 2023Article
- A simulation-based OSCE with case presentation and remote rating - development of a prototype.GMS journal for medical education · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Assessing competence is a tremendous challenge in medical education. There are two contrasting approaches in competence assessment: an analytic approach that aims to precisely measure observable constituents and facets of competence and a holistic approach that focuses on a comprehensive assessment of competences in complex real situations reflecting actual performance. We would like to contribute to the existing discourse about medical competence and its assessment by proposing an approach that can provide orientation for the development of competence-based assessment concepts in undergraduate and postgraduate medical education. The approach follows Kane's framework of an "argument-based approach" to validity and is based on insights into task complexity, testing and learning theories as well as the importance of the learning environment. It describes a continuum from analytic to holistic approaches to assess the constituents and facets of competence to performance. We conclude that the complexity of a task should determine the selection of the assessment and suggest to use this approach to reorganize and adapt competence assessment.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.