A fair amount of scrutiny has been given recently to the assessmentof medical students' competence before they enter practice.In this issue of the Journal, Epstein provides a timely summaryof advances in this arena.1 In contrast, little attention hasbeen paid to the assessment of doctors who are already in practice.As Epstein points out, far from being a fixed attribute or trait,competence comprises multidimensional sets of behaviors thatare dependent on both environmental and individual factors.2,3,4As a result, the assessment of competence must go beyond theidentification of who practitioners are, on the basis of . . . [Full Text of this Article]
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From the College of Physicians and Surgeons of Ontario and the Department of Medicine, University of Toronto, Toronto.
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Assessment in Medical Education
Parakh K., de Galan B. E., van Gurp P. J., Stuyt P. M., Buttery C. M., Cassel C. K., Epstein R., Klass D.
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N Engl J Med 2007;
356:2108-2110, May 17, 2007.
Correspondence
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[Abstract][Full Text]
Parakh, K., de Galan, B. E., van Gurp, P. J., Stuyt, P. M., Buttery, C. M., Cassel, C. K., Epstein, R., Klass, D.
(2007). Assessment in Medical Education. NEJM
356: 2108-2110
[Full Text]
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