Table 8 Commonalities and discrepancies between certification and recertification
From: Simulation-based summative assessment in healthcare: an overview of key principles for practice
Items | Commonalities | Discrepancies |
|---|---|---|
Modalities | Multimodal process (course, simulation, etc.) [34, 83, 92] Field follow-up opportunities [35] | Low percentage of existing recertification [34, 83] Level of acceptability and feasibility of recertification Level of recertification: pursuing individual certification or switching with team recertification |
Organization bodies | Accredited centers (functional specification) [34, 83] Same rigor in setting up | Can institutions (universities, schools) in charge of certification, provide recertification? |
Objectives | Targeted level of competency | Difficulties in the efficient selection of competencies to be assessed with recertification: •Multiple constraints (time/means) •Communication/teamwork, performance gaps, frequent adverse events? Scenarios and assessment tools adapted for learning objectives [127] |
Consequences | Possible failure of certification or recertification | The impact of a failure to recertification is major for a professional Mandatory discretion of the recertification process Opportunity for screening of professionals in difficulty (burn out…) [92, 116] |
Funding | Funding difficulties | Many options of financing in recertification (state, professional insurance, etc.) |