COGNITIVE DIAGNOSTIC MODELING ON ASSESSMENT IN HEALTHCARE PROFESSIONS EDUCATION: A RAPID SCOPING REVIEW PROTOCOL

Background: The fast-rising supply of healthcare professional schools imposes improvement on assessment methodologies/strategies as to ensures achievement of sufficient healthcare professional competency, professional’s own health and wellbeing, and patient safety. Ascertain which learner has or has not reached sufficiency in a specific healthcare profession must be determined. Objective: The primary objective of this article is to present the protocol of a rapid scoping review to map the literature regarding the use of Cognitive Diagnostic Modeling (CDM) on assessment in healthcare professions education. Methods: This rapid scoping review protocol is registered on Open Science Framework (OSF) and followed Joanna Brigg Institute’s (JBI) updated manual for scoping reviews, Arksey and O’Malley’s framework and adhered to STructured apprOach to the Reporting In healthcare education of Evidence Synthesis (STORIES) and Best Evidence Medical Education (BEME) guidelines. A systematic and comprehensive search across MEDLINE/PubMed, Embase, Scopus, Web of Science, ERIC, LILACS, MedEdPublish and the grey literature will be conducted without date, language and study design restrictions. This review will include studies on assessment of undergraduate, graduate, and continuing medical and health professions’ education. Study selection and data extraction will be undertaken by two independent authors and synthesized into various strategies as to ensure representation of the state of the art on the use of CMD in assessment of healthcare professional education. Results: This rapid scoping review is anticipated to map CMD applications in healthcare professional education, including for admissions, progress test, assessment, and clinical reasoning. Conclusion: The findings of this rapid scoping review protocol will contribute to ensure relevance and understanding of and gap identification on the use of CDM in assessment of healthcare professions education. Futhermore, they might help academic staff, administration, and researchers in healthcare education.