2019 EULAR points to consider for the assessment of competences in rheumatology specialty training

F. Sivera*, A. Alunno, A. Najm, T. Avcin, X. Baraliakos, J.W. Bijlsma, S. Badreh, G. Burmester, N. Cikes, J.A.P. Da Silva, N. Damjanov, M. Dougados, J. Dudler, C.J. Edwards, A. Iagnocco, F. Liote, E. Nikiphorou, M. van Onna, S.R. Stones, D. VassilopoulosC. Haines, S. Ramiro

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


Background and aim Striving for harmonisation of specialty training and excellence of care in rheumatology, the European League Against Rheumatism (EULAR) established a task force to develop points to consider (PtCs) for the assessment of competences during rheumatology specialty training.Methods A systematic literature review on the performance of methods for the assessment of competences in rheumatology specialty training was conducted. This was followed by focus groups in five selected countries to gather information on assessment practices and priorities. Combining the collected evidence with expert opinion, the PtCs were formulated by the multidisciplinary task force, including rheumatologists, medical educationalists, and people with rheumatic and musculoskeletal diseases. The level of agreement (LoA) for each PtC was anonymously voted online.Results Four overarching principles and 10 PtCs were formulated. The overarching principles highlighted the importance of assessments being closely linked to the rheumatology training programme and protecting sufficient time and resources to ensure effective implementation. In the PtCs, two were related to overall assessment strategy (PtCs 1 and 5); three focused on formative assessment and portfolio (PtCs 2-4); three focused on the assessment of knowledge, skills or professionalism (PtCs 6-8); one focused on trainees at risk of failure (PtC 9); and one focused on training the trainers (PtC 10). The LoA (0-10) ranged from 8.75 to 9.9.Conclusion These EULAR PtCs provide European guidance on assessment methods throughout rheumatology training programmes. These can be used to benchmark current practices and to develop future strategies, thereby fostering continuous improvement in rheumatology learning and, ultimately, in patient care.
Original languageEnglish
Pages (from-to)65-70
Number of pages6
JournalAnnals of the Rheumatic Diseases
Issue number1
Publication statusPublished - 1 Jan 2021


  • failure
  • feedback
  • medical-education
  • performance
  • professionalism
  • structured clinical examination
  • tool
  • trainees
  • TOOL


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