Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review

Patricia (Patty) Carney, Ryan T. Palmer, Marissa Fuqua Miller, Erin K. Thayer, Sue E. Estroff, Debra K. Litzelman, Frances Biagioli, Cayla R. Teal, Ann Lambros, William J. Hatt, Jason M. Satterfield

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

PURPOSE: Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. METHOD: The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. RESULTS: Of the 114 included articles, 33 (29%) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54%) articles yielded moderate evidence and 19 (17%) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. CONCLUSIONS: These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development.

Original languageEnglish (US)
JournalAcademic Medicine
DOIs
StateAccepted/In press - Jan 19 2016

Fingerprint

Behavioral Sciences
behavioral science
Social Sciences
Medical Education
Graduate Medical Education
Accreditation
social science
accreditation
graduate
education
communication skills
Communication
Cultural Competency
Quality of Health Care
curriculum evaluation
evidence
education standards
Research
Psychometrics
PubMed

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Carney, P. P., Palmer, R. T., Fuqua Miller, M., Thayer, E. K., Estroff, S. E., Litzelman, D. K., ... Satterfield, J. M. (Accepted/In press). Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review. Academic Medicine. https://doi.org/10.1097/ACM.0000000000001090

Tools to Assess Behavioral and Social Science Competencies in Medical Education : A Systematic Review. / Carney, Patricia (Patty); Palmer, Ryan T.; Fuqua Miller, Marissa; Thayer, Erin K.; Estroff, Sue E.; Litzelman, Debra K.; Biagioli, Frances; Teal, Cayla R.; Lambros, Ann; Hatt, William J.; Satterfield, Jason M.

In: Academic Medicine, 19.01.2016.

Research output: Contribution to journalArticle

Carney, PP, Palmer, RT, Fuqua Miller, M, Thayer, EK, Estroff, SE, Litzelman, DK, Biagioli, F, Teal, CR, Lambros, A, Hatt, WJ & Satterfield, JM 2016, 'Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review', Academic Medicine. https://doi.org/10.1097/ACM.0000000000001090
Carney, Patricia (Patty) ; Palmer, Ryan T. ; Fuqua Miller, Marissa ; Thayer, Erin K. ; Estroff, Sue E. ; Litzelman, Debra K. ; Biagioli, Frances ; Teal, Cayla R. ; Lambros, Ann ; Hatt, William J. ; Satterfield, Jason M. / Tools to Assess Behavioral and Social Science Competencies in Medical Education : A Systematic Review. In: Academic Medicine. 2016.
@article{9797449688b7472a96811da44bf88f4e,
title = "Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review",
abstract = "PURPOSE: Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. METHOD: The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. RESULTS: Of the 114 included articles, 33 (29{\%}) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54{\%}) articles yielded moderate evidence and 19 (17{\%}) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. CONCLUSIONS: These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development.",
author = "Carney, {Patricia (Patty)} and Palmer, {Ryan T.} and {Fuqua Miller}, Marissa and Thayer, {Erin K.} and Estroff, {Sue E.} and Litzelman, {Debra K.} and Frances Biagioli and Teal, {Cayla R.} and Ann Lambros and Hatt, {William J.} and Satterfield, {Jason M.}",
year = "2016",
month = "1",
day = "19",
doi = "10.1097/ACM.0000000000001090",
language = "English (US)",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",

}

TY - JOUR

T1 - Tools to Assess Behavioral and Social Science Competencies in Medical Education

T2 - A Systematic Review

AU - Carney, Patricia (Patty)

AU - Palmer, Ryan T.

AU - Fuqua Miller, Marissa

AU - Thayer, Erin K.

AU - Estroff, Sue E.

AU - Litzelman, Debra K.

AU - Biagioli, Frances

AU - Teal, Cayla R.

AU - Lambros, Ann

AU - Hatt, William J.

AU - Satterfield, Jason M.

PY - 2016/1/19

Y1 - 2016/1/19

N2 - PURPOSE: Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. METHOD: The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. RESULTS: Of the 114 included articles, 33 (29%) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54%) articles yielded moderate evidence and 19 (17%) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. CONCLUSIONS: These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development.

AB - PURPOSE: Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. METHOD: The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. RESULTS: Of the 114 included articles, 33 (29%) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54%) articles yielded moderate evidence and 19 (17%) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. CONCLUSIONS: These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development.

UR - http://www.scopus.com/inward/record.url?scp=84954510709&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84954510709&partnerID=8YFLogxK

U2 - 10.1097/ACM.0000000000001090

DO - 10.1097/ACM.0000000000001090

M3 - Article

C2 - 26796091

AN - SCOPUS:84954510709

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

ER -