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Formative Assessment and Development Portal

Perspectives on Formative Assessment and Development

Next Accreditation System

For Competency Based Education (CBE) to be truly effective and well received, learners and teachers must be partners. Faculty member formative assessment is to foster resident growth. Users should have just-in-time access to developmental parameters such as milestones or Entrustable Professional Activity variables to orient and guide feedback. Formative feedback should be authentic, frequent, focused, from multiple sources, tracked, and searchable by defined variables. These variables should include milestones, location of service, patient variables, and date ranges. Formative records should be stored in a place accessible to all faculty to enable educational continuity from one observation and one faculty to one another. This design strengthens the reliability and the validity of information for clinical competency committee decisions.

An essential ingredient of high quality Competency Based Assessment is faculty development. MedFAD helps faculty learn to integrate articulate feedback with milestones by requiring that their impressions are translated into words, not grades, checks or circles. In this sense it is a faculty development tool because the more faculty practice giving articulate feedback, the more reliable and skilled they become.

MedFAD aims to help create a culture of competency assessment by enriching the relationship between teacher and learner. Formative assessment is organized within established domains (e.g., milestones, EPAs) but not constrained by quantitative methods that ignore context, development, nuance, while overburdening faculty with endless checklists. MedFAD is designed to make competency assessment efficient, effective and rewarding for all involved.