Narrowing the possibilities: using quality improvement tools to decrease competence assessment overload.

Abstract

In many institutions, competence assessment tools are seen as the way to address all clinical practice issues. In the absence of a systematic approach to development, these tools are produced en masse with little sharing of information among educators, managers, and clinical leaders. In an effort to harness "competence assessment overload," the authors propose a system that will assist staff in prioritizing the use and development of outcome-driven competence assessment tools.