KDDs function as “living” documents that guide the work as a project is planned, implemented, and modified components and change strategies may evolve over time.The ACT is America's most widely accepted college entrance exam. KDDs 20 are visual tools commonly employed in program evaluation and quality-improvement projects in which researchers demonstrate the relationships among (1) the overall aim(s) of a project, (2) the key drivers (domains) that are hypothesized to contribute directly to achieving the aim, (3) the secondary drivers (components) related to those domains, and (4) specific change strategies or activities linked to each component that the ABP would incorporate into MOCA-Peds and test during the 2017–2018 MOCA-Peds pilot. The ABP chose to capture these 3 functions in a key driver diagram (KDD) to guide the development of MOCA-Peds (see Fig 1). In addition, MOCA-Peds would need to be compatible with busy pediatricians’ lives. Registration and preparation for pilot launchįrom the outset, the ABP recognized the inherent difficulty in designing a single tool that functioned as both a summative assessment of general pediatric knowledge and an opportunity for learning. Review of communication materials by user panel and focus groups Random selection of user panel and focus group participants from >3000 respondentsįace-to-face, daylong user panel meetings Internal planning regarding initial program modelĪpproval for stakeholder engagement approach proposed by the ABP-RTI Research TeamĮ-mail request for pediatrician participation to 72 353 pediatricians Public announcement to develop and pilot MOCA-Peds 19īoard of directors decision to develop MOCA-Peds This pilot, termed MOCA-Minute, consisted of brief multiple-choice questions distributed via weekly e-mail with immediate feedback provided after each question was answered. In a second presentation, members of the American Board of Anesthesiology (ABA) described their 2014 pilot of an innovative approach to their MOC program. Dr van der Vleuten 18 encouraged the ABP and other ABMS member boards to consider whether examinations can also encourage learning. In the first presentation, Cees van der Vleuten, 18 an internationally recognized leader in medical education and assessment, challenged the ABP’s assumption that examinations conducted by certifying organizations should only focus on the assessment of learning with a summative measure. Two presentations in particular helped to further shift the ABP’s reconsideration of the proctored multiple-choice examination. The ABP anticipates an expected launch in January 2019 of MOCA-Peds for General Pediatrics, Pediatric Gastroenterology, Child Abuse, and Pediatric Infectious Diseases with launch dates for the remaining pediatric subspecialties between 20.Įvidence presented at the conference 5 on the exponential increase in new medical knowledge, 6 the loss of physician knowledge over time, 7, – 9 contemporary theories regarding self-assessment 10, – 12 and adult learning, 13, – 17 and technological advances in both assessment and education provided additional, compelling stimuli for change. MOCA-Peds is being actively piloted with pediatricians in 2017–2018. Refinements to MOCA-Peds were made on the basis of their feedback. As part of the development process in 2015–2016, the ABP actively recruited pediatricians to serve as members of a yearlong user panel or single-session focus groups. Questions would be delivered quarterly and taken at any time within the quarter in a setting with Internet connectivity and on any device. The system would consist of a set number of multiple-choice questions delivered each quarter, with immediate feedback on questions, rationales clarifying correct and incorrect answers, references for further learning, and peer benchmarking. MOCA-Peds was conceptualized as an online, summative (ie, pass/fail), continuous assessment of a pediatrician’s knowledge that would also promote learning. In this article, we describe the development of an alternative to this examination termed the "Maintenance of Certification Assessment for Pediatrics" (MOCA-Peds) during 2015–2016. One current component of the MOC program is a closed-book examination administered at a secure testing center (ie, the MOC Part 3 examination). Certification helps demonstrate that a general pediatrician or pediatric subspecialist has successfully completed accredited training and fulfills continuous certification requirements (Maintenance of Certification ). The American Board of Pediatrics (ABP) certifies that general and subspecialty pediatricians meet standards of excellence established by their peers.
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