Workshop Facilitators: Dr Laura Culver Edgar, Raghdah Al Bualy and Dr Eric Holmboe

Assessment remains a major challenge for programs and faculty, especially for the competencies of professionalism, interpersonal and communication skills (e.g., teamwork), systems-based practice (e.g., quality improvement and patient safety, roles within the healthcare system), and practice-based learning and improvement (e.g., evidence-based practice/scholarship/life-long learning). All programs accredited by the Accreditation Council for Graduate Medical Education (ACGME) and Accreditation Council for Graduate Medical Education – International (ACGME – I) are required to assess a similar set of subcompetencies, referred to as Harmonized Milestones, under each of these 4 core competencies. Using evidence-based principles of “good assessment” and methods in conjunction with faculty development in these essential competencies can improve overall programmatic assessment. The session will contain three sections. The introduction will enable participants to learn about the evidence-based process used to create the Harmonized Milestones and how these subcompetencies map to the medical education frameworks of other systems and countries. The second section will provide an overview of the principles of “good assessment” and utility for assessment methods used for each. Participants will discuss these tools and share how they have assessed these key competencies in their context. The final section will review how to implement these tools through the creation of shared mental models. The session will close with small group discussion with report out and discussion on how programs can implement these tools and meet the challenges of assessing each of these competencies.