Clinical reasoning is one of the most important skills for healthcare professionals. Traditionally the outcome of the reasoning process has been the focus of clinical assessments. However, recent technological advances and evolving medical education paradigms are changing this approach, with more emphasis being placed on process measures of clinical reasoning. This session’s speakers from the National Board of Medical Examiners (NBME) will provide insights on clinical reasoning assessment and address key priorities of measurement science, clinical medicine, and medical education.
- Compare characteristics of assessments focused on the clinical reasoning process vs clinical reasoning outcomes.
- Describe the challenges and opportunities of integrating computational linguistics into the assessment and measurement of clinical reasoning.
- Describe the impact of clinical reasoning assessment across relevant contexts: education, healthcare, and diversity/equity/inclusion.
Michael Barone, MD, MPHVice PresidentCompetency Based Assessment
National Board of Medical Examiners (NBME)
Michael Barone is Vice President, Competency-Based Assessment at NBME in Philadelphia, PA, where he focuses on the assessment of skills and behavioral competencies for medical practice. He is a pediatrician and medical educator and completed his residency and chief residency in pediatrics at Johns Hopkins Hospital, and a Master of Public Health at the Johns Hopkins School of Hygiene and Public Health. Michael has served in various previous leadership roles, including Vice President for Licensure Programs at NBME, and Director of Medical Student Education, Assistant Dean for Student Affairs, and Associate Dean for Faculty Educational Development at the Johns Hopkins University School of Medicine. He continues to teach and mentor at Johns Hopkins as an Adjunct Associate Professor of Pediatrics.
Christopher Runyon, PhDSenior Measurement ScientistNational Board of Medical Examiners (NBME)
Christopher Runyon is a measurement scientist at NBME. His current primary research focus is the assessment of clinical reasoning. He also has experience building automated scoring frameworks that utilize natural language processing (NLP) and machine learning (ML). His prior academic work includes the study of causal inference with observational data, thinking heuristics and biases, philosophical and mathematical logic, and non-classical logic systems. Christopher received his doctorate in quantitative methods at the University of Texas in Austin, a master’s in cognitive psychology at James Madison University, undergraduate degrees in philosophy and psychology at Virginia Commonwealth University, and an undergraduate degree in religious studies at the University of Virginia.
Verity Schaye, MD, MHPENYU Grossman School of Medicine
New York City, NY
Verity Schaye serves as the Assistant Dean of Education in the Clinical Sciences and the Director of Integrated Clinical Skills in the Office of Medical Education at NYU Grossman School of Medicine and clinically as an internal medicine hospitalist at Bellevue Hospital. She completed her MD in 2008 and completed her internal medicine residency training at New York university School of Medicine in 2011. In 2016, she received a MHPE from Maastricht University with an education research focus in best practices to teach and assess clinical reasoning and also serves as the Assistant Director for Curricular Innovation in the Institute for Innovations in Medical Education at NYU focusing on innovative assessment of clinical reasoning including use of artificial intelligence to assess clinical reasoning documentation. She was a SIDM Fellow in 2019 and is chairing this year's conference.