A hitchhikers' guide to the terminology of accreditation processes for health professionals and institutions.

Accreditation processes for health care professions are designed to ensure that individuals and programs in these fields meet established standards of quality and effectiveness. The accelerating pace of globalization in the health care professions has increased the need for a shared understanding of the vocabulary of evaluation, assessment, and accreditation. The psychometric principles of valid and reliable assessment are commonly accepted, but the terminology is confusing.

The Fourth Year of Medical School: Time for Reassessment: AOA Critical Issues.

Most U.S. medical schools follow the 4-year model, consisting of 2 preclinical years, core clinical experience, and a fourth year intended to permit students to increase clinical competency, to explore specialty areas, and to transition to residency.

Progress testing in clinical science education: results of a pilot project between the National Board of Medical Examiners and a US Medical School.

Background: Though progress tests have been used for several decades in various medical education settings, a few studies have offered analytic frameworks that could be used by practitioners to model growth of knowledge as a function of curricular and other variables of interest.

Aim: To explore the use of one form of progress testing in clinical education by modeling growth of knowledge in various disciplines as well as by assessing the impact of recent training (core rotation order) on performance using hierarchical linear modeling (HLM) and analysis of variance (ANOVA) frameworks.

Methods: This study included performances across four test administrations occurring between July 2006 and July 2007 for 130 students from a US medical school who graduated in 2008.

Gathering evidence of external validity for the Foundations of Medicine examination: a collaboration between the National Board of Medical Examiners and the University of Minho.

Background: To gather evidence of external validity for the Foundations of Medicine (FOM) examination by assessing the relationship between its subscores and local grades for a sample of Portuguese medical students.

Method: Correlations were computed between six FOM subscores and nine Minho University grades for a sample of 90 medical students. A canonical correlation analysis was run between FOM and Minho measures.

Assessing the reliability and validity of a residency selection process examination: a preliminary study between the national board of medical examiners and the University of Panama Faculty of Medicine.

Background: The Ministry of Health of the Republic of Panama is currently developing a national examination system that will be used to license graduates to practice medicine in that country, as well as to undertake postgraduate medical training. As part of these efforts, a preliminary project was undertaken between the National Board of Medical Examiners (NBME) and the Faculty of Medicine of the University of Panama to develop a Residency Selection Process Examination (RSPE).

Purpose: The purpose of this study was to assess the reliability and validity of RSPE scores for a sample of candidates who wished to obtain a residency slot in Panama.

Assessment of clinical skills in medical practice.

The introduction of a clinical skills examination (CSE) to Step 2 of the U.S. Medical Licensing Examination (USMLE) has focused attention on the design and delivery of large-scale standardized tests of clinical skills and raised the question of the appropriateness of evaluation of these competencies across the span of a physician's career.