Longitudinal assessments in continuing specialty certification and lifelong learning

Abstract

Longitudinal assessment (LA) involves the regular, spaced delivery of a limited number of questions on practice relevant content on a computer or mobile internet platform. Depending on the platform, participants may indicate relevance of the content to their practice and confidence in their answer prior to receiving immediate feedback (including critiques) on each question. Individual dashboards may be included to assist participants in tracking progress and identifying areas of strength and weaknesss across a content blueprint. This paper provides an overview of the theoretical underpinnings underlying LA programs, briefly describes current uses of LA in medicine and suggests areas for evaluating the role of LA in continuing medical specialty certification and continuing professional development.

Acknowledgements

The authors would like to thank Lois Margaret Nora, MD, JD, MBA for her leadership and vision in initiating the ABMS Longitudinal Assessment Program.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

David W. Price

David W Price, MD, is Senior Vice-President, American Board of Medical Specialties (ABMS) Research and Education Foundation, Chicago, IL.

David B. Swanson

David Swanson, PhD, is ABMS Vice-President, Academic Programs and Services.

Mira B. Irons

Mira B. Irons, MD, is ABMS Senior Vice-President, Academic Affairs.

Richard E. Hawkins

Richard E. Hawkins, MD, is ABMS President and Chief Executive Officer.

All authors are involved in the ABMS Longitudinal Assessment initiative.