topic: [[Assessing]] people: #people/loraleilingard created: 2023-11-03 ![[IMG_2083.jpeg]] _The above picture was sent from Matt Frederick of a toilet in Japan. And you thought you knew how to use the potty after all these years._ This reminds me of [[group thinking is different than individual thinking]], so if the context is a group, the individual knowing is different, since a team is like a system and the different [[ways of knowing]] emerge differently. It's kind of like working at Concord Hospital Concord (Level 2 trauma, 50-60 ED patients at a time, all the adult consultants, etc.) is a different skill set than working at Concord Hospital Franklin (8 bed ED, one doctor in the hospital, no backup), yet both are working as "Emergency Physicians." You can't take a person from one context and know they are competent in another context. This statement, "[[competence is context dependent]]," comes from the Dr. Lingard article on team competence, and I think it underpins a lot of challenges that we have in assessment, competence-based learning, [[Mastery Learning]], [[SimZones]], and other progressive learning processes. “McGaghie et al. also defined the outcome of competency-based medical education to be ‘a healthprofessional who can practice medicine at a defined level of proficiency, in accord with local conditions, to meet local needs” (Ten Cate et al., 2024, p. 96) The idea matters because if we train alone, outside our normal context, what we can bring to our usual work is variable, and the translation is not mandatory. ##### What would the opposite argument be? [[ways of knowing]], people know or don't, if they _really_ know then does their knowledge become context independent? tags: #note/statement | #on/knowledge | #on/competence ##### Sources: Lingard, L. (2016). Paradoxical Truths and Persistent Myths: Reframing the Team Competence Conversation. _Journal of Continuing Education in the Health Professions_, _36_(1), S19–S21. [https://doi.org/10.1097/CEH.0000000000000078](https://doi.org/10.1097/CEH.0000000000000078) Ten Cate, O., Khursigara‐Slattery, N., Cruess, R. L., Hamstra, S. J., Steinert, Y., & Sternszus, R. (2024). Medical competence as a multilayered construct. _Medical Education_, _58_(1), 93–104. [https://doi.org/10.1111/medu.15162](https://doi.org/10.1111/medu.15162)