NAMRATA CHHABRA¹
Elize Archer₂, Sahiba Kukreja³ and Sarah Chhabra⁴
1 American University of Antigua College of Medicine 2 Stellenbosch University
3 Sri Guru Ram Das Institute of Medical sciences
4 University of Virginia, Charlottesville

As medical education shifts towards more integrative, collaborative, and experiential methodologies, the focus on small-group and team-based learning has intensified. Traditional assessments in medical education have largely concentrated on knowledge and clinical skills. However, the assessment of behavioral skills, such as communication, teamwork, empathy, and leadership, especially in team settings, remains less emphasized, despite their critical importance in effective medical practice and interprofessional collaboration. 

This presentation aims to shed light on the current state of behavioral skills assessment in medical education. It discusses the challenges and gaps in existing assessment practices, highlighting the need for a more comprehensive approach. The focus is on how behavioral skills underpin effective clinical practice and the necessity of their robust assessment for the holistic development of medical professionals and improved patient outcomes. 

Our exploration into various assessment tools and methodologies has yielded significant insights. These tools, while varied in their approach and application, offer valuable means to evaluate crucial behavioral skills in medical students. The results indicate a growing recognition of the importance of these assessments, yet also reveal a need for greater standardization and consideration of potential biases. 

The discussion revolves around the practical application of these assessment tools, addressing the challenges in integrating them into medical curricula. It also considers the potential biases in assessment processes and the importance of standardizing criteria to ensure fairness and accuracy. The session provides an opportunity for participants to reflect on the implications of these assessments in their own institutional settings. 

The presentation concludes that while significant progress has been made in recognizing the importance of behavioral skills in medical education, there remains a substantial need for their more effective assessment. The integration of robust assessment strategies into medical curricula is not only essential for the comprehensive training of medical students but is also critical for ensuring high-quality patient care and outcomes. 

Participants will take away a deeper understanding of the critical role of behavioral skills in medical practice and the implications for patient care. They will gain familiarity with contemporary, evidence-based methods and tools for assessing these skills in team-based settings. The presentation highlights the need for ongoing research to refine assessment tools and methodologies and to understand the long-term impact of behavioral skills training in medical education and practice. It calls for a concerted effort among educators, policymakers, and practitioners to prioritize and innovate in this vital area of medical education. 

References (maximum three) 

Lurie, S.J., Mooney, C.J., & Lyness, J.M. (2009). Measurement of the General Competencies of the Accreditation Council for Graduate Medical Education: A Systematic Review. Academic Medicine, 84(3), 301–309. 

Patterson, F., Zibarras, L. D., & Ashworth, V. (2016). Situational judgement tests in medical education and training: Research, theory and practice: AMEE Guide No. 100. Medical Teacher, 38(1), 3-17. 

Ten Cate, O., & Chen, H. C. (2016). Competency-Based Medical Education and Entrustment: A Fusion of Epistemology and Pedagogy. Academic Medicine, 91(2), 213-217.