The 14th Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions was held May 15–19, 2010, in Miami, Florida. This year marks the 25th anniversary of the Ottawa Conference, which has been held biennially since 1985, when it was founded by Professor Ian Hart (Ottawa, Canada) and Professor Ronald Harden (Dundee, UK). To commemorate the anniversary, the conference program included a review of the progress that has been made over the past 25 years and explored trends and developments that may unfold over the next 25 years.
The conference was organized around the goal of producing a Consensus Statement and a set of Recommendations relating to six thematic areas within assessment of competence that could serve as a guide for all healthcare professionals. FAIMER President and CEO John Norcini, FAIMER Senior Scholar Dale Dauphinee, and FAIMER faculty members M. Brownell Anderson, Stewart Mennin, and Ara Tekian were all members of the conference Program Committee. Dr. Norcini also chaired one of the six themes, Criteria for a Good Assessment, and spent several months prior to the conference drafting the initial report to serve as the basis for conference work. The other thematic areas were Technology-based Assessment, Performance Assessment, Assessment of Professionalism, Assessment for Selection for Healthcare and Specialty Training, and Research in Assessment.
The 2010 conference in Miami drew more than 1,000 participants and featured eight symposia, more than 60 workshops, and hundreds of oral and poster presentations. FAIMER was well represented among these participants. Tejinder Singh, Director of the CMCL-FAIMER Regional Institute, conducted a workshop on academic counseling that taught participants the basic skills required for a successful counseling session and helped them to develop qualities that are desirable in a counselor. Dr. Mennin delivered a keynote address, the Miriam Friedman Memorial Lecture, entitled “Culture, Pedagogy and Assessment: A View from the Bridge” at the closing plenary.
Following is a list of activities in which FAIMER staff and/or faculty (bold purple font) and FAIMER Fellows (bold blue font) participated.
AMEE Essential Skills in Medical Education (ESME) Course
Stewart Mennin and Teri McCarty
Fundamentals of Assessment in Medical Education (FAME)
Ann King and Jack Boulet (Course Co-Directors); Dale Dauphinee, Lesley Southgate, David Swanson, Ingrid Philbert, and André de Champlain (Course Faculty).
Clinical Skills Evaluation Collaboration (CSEC)
MiniCEX and DOPS – How do they work? When do they not work? How can we deal with problems? How do we achieve sustained success?
J. Norcini, R. Westkaemper, L. Fluit, O. ten Cate
Why and how should we evaluate the curriculum?
Setting performance standards for simulation-based exercises
J. Boulet, D. Murray
Effectiveness and cost: how much should we spend on selection for specialty training?
C. Brown, H. Thomas, I. Davidson, J. Grant, T. Qui
Assessing the written communication skills of medical school graduates
T. Rebbecchi, J. Boulet
Theme Group Presentations
Criteria for good assessment
John Norcini (Group Leader), Brownie Anderson, Valdes Bollela, Vanessa Burch
Technology and assessment
Assessment for selection for the healthcare professions and speciality training
Research in assessment
Jim Crossley, Kevin Eva, Brian Jolly, John Norcini (Panelists)
Miriam Friedman Memorial Lecture: Culture, pedagogy and assessment: a view from the bridge
The PIL-project: teaching and assessing doctor/patient communication by designing patient information leaflets
Timely feedback and OSCE: possibilities and meanings
V.R. Bollela, C. Rego, F. Neman, E. Dórea, J.L.M. Machado
Defining specific outcomes within a charter for medical professionalism
R. Delport, M. van Rooyen, C. Krüger, R.R. du Preez, G. Pickworth, I. van Huyssteen, I. Treadwell, M. Kruger
Reflexive portfolio: a tool to identify learning needs and promote critical appraisal?
M.L. Bourroul, S. Gannam, A.P.S. Ferrer, D. Scaramuzzi, D. Ballester
National Board Examination for Medical Doctor downgraded the accreditation status of medical school in Indonesia
I. Setiawan, S.P. Dewi, D. Agustian, T.H. Achmad
Comparison of blue-print and item-bank of National Examination of Medical Competency in Indonesia
S.P. Dewi, Setiawan, D. Agustian, T.H. Achmad, M. Ghozali, S. Wonodirekso, Yulherina, R. Wikenigrum
Medical education accreditation in Mexico: impact on student outcomes
M. van Zanten, D.W. McKinley, I. Durante
Clinical experiences and clinical skills examination performance
D. McKinley, A. Opalek
Gathering validity evidence for SAGAT and SPAM, two measures of situation awareness, during crisis situations in medicine
G. Chiniara, A. Tekian, S. Downing, C. Brailovsky, M. Lessard
Graduating Grant Recipient Program (PMG) on Clinical Pathology (CP): a successful pedagogical tool for improving learning and teaching abilities in the Medical School, UFMG, Brazil
T.F. Soares, E.N. Mendes, L.G. Viana, R.M.D. Faria, S.M. Elói-Santos, P.G. Vidigal, L.M. Resende, B. Resende, F.F.A. Santos, F.G. Machado, M.V.F. Floresta
Does the resident of pediatrics include the patient’s perspective? Audio-video recording of the consultation as a tool for the assessment of clinical competences
D. Ballester, S.M.C. Zuccolotto, S. Gannam, M.L. Bourroul, A.M.U. Escobar
Teaching professionalism in medical education and health care—is there a need? How do we achieve? A pilot study undertaken at DAPM RV Dental College, Bangalore, India
G. Bhagyalakshmi, K.S. Nagesh, Y.N. Rohini
Reflexive portfolio with feedback: developing the competence of the medical student for reflecting on their performance in clinical practice
S. Gannam, M.L. Bourroul, A.P.S. Ferrer, D. Ballester
International dimensions of assessment; and international medical graduates (IMGs)
Tejinder Singh (Session Chair)
Curriculum evaluation 1
Ara Tekian (Session Chair)
Effective feedback in clerkships
J. Bloomfield, C. Benaglio, A. Valenzuela
Project ECHO: a partnership between academic specialists and community providers that works
S. Arora, S. Kalishman, G. Murata, K. Thornton, M. Komaromy, C. Fassler, W. Pak, J. Brown
Policy and program development of the National Board Examination for Indonesian medical doctors
S. Wonodirekso, I. Setiawan, D. Agustian, M. Ghozali, S.P. Dewi, T.H. Achmad
A methodological proposal to stengthen students’ social and performance support
M.V.L. Vasconcelos, S. Grosseman, R.S. Rodarte
Curriculum content—epidemiology guiding its development and assessment
V.R. Bolella, S.R.P. Souza, J.L.M. Machado, J.E. Vieira
Changing course: what tips the balance? A case study
S. Kalishman, C. Timm, P. McGuire
Gathering stakeholders’ opinion about student assessment in the pediatric internship: lessons to be learned
S. Grosseman, D.O. Teixeira, V. Bollela, J.R. Boulet, S. Mennin
Changing medical students’ perceptions of their pharmacotherapeutic competencies: a “before” and “after” survey
E.N. Kwizera, N.B. Sathiakumar
All that an OSCE can tell
A. Valenzuela, J. Bloomfield