Dreyfus and Dreyfus and Indicators of Behavioral Performance: A Study of Measurement Convergence.

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DOI: 10.1097/CEH.0000000000000138


INTRODUCTION: Assessment of efficacy of continuous professional development is an important part of continuing professional development programming as one of its goals is to increase the performance of the clinicians that serve the community. A frequently used and researched classification system for skill mastery is the Dreyfus and Dreyfus Model of Skill Acquisition. An alternative approach is the core competency framework that informs the assessment of residents and forms the foundation of the American Board of Medical Specialties Program for Maintenance of Certification. There are a number of methods of assessment of each competence. One of the most broadly employed and researched methods is a multisource assessment (360°) methodology.

METHODS: Three hundred sixty-degree data were collected from 264 raters of physicians holding supervisory roles. Raters included the physicians' leaders, peers, and support/reports. The scale items were taken from an instrument developed for the assessment of interpersonal and communications skills, professionalism, and system-based practice. The Dreyfus scale was purposely built for this application.

RESULTS: The Dreyfus scale was reduced to a single dimension, and raters assigned their score on that dimension as the indicator of their assessment of the physician's level of mastery. Results of a multivariate analysis of variance indicated a significant relationship between Dreyfus mastery score and competency items (P < .0001).

DISCUSSION: These findings demonstrate a relationship between a measure of Dreyfus skill acquisition and measures based on the American Board of Medical Specialties/Accreditation Council for Graduate Medical Education six core competency framework. Results have implication for continuing professional development design and assessment.

Journal Title

The Journal of continuing education in the health professions





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MeSH Keywords

Clinical Competence; Education, Continuing; Educational Measurement; Humans; Physicians; Reproducibility of Results; Specialty Boards; Staff Development; United States

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