Assessing Antimicrobial Resistance in Papillomavirus-Related Infections: A Comprehensive Review of Prevalence, Impact on Treatment Strategies, and Implications for Disease Control Efforts.

Aims: : Assessment is a key promoter of student learning and in setting appropriate standards. In this review, we explore and assess current evidence on the assessment and evaluation of prescribing competencies, through a formal systematic literature review and a review of policies of regulatory bodies. We aim to make recommendations to promote existing best practice but also suggest additional steps for both institutional and national practice. Methods: PubMed®, Embase®, the Allied and Complementary Medicine and CINAHL databases were systematically searched in August 2023 for studies in English from Europe, United States of America, Canada, Australia and New Zealand that reported assessment of prescribing competencies among medical and nonmedical students/practitioners. Additional articles were identified through citation tracking. Results: A total of 20,514 articles were retrieved, of which 54 met the inclusion criteria. The largest source of articles was the United Kingdom. Medical students represented the largest population studied. Written assessments largely utilised Selected Response formats while skills assessments in educational environments were varied in format, including scenario-based skills tests and OSCEs. Test reliability was generally described using Classical Test Theory. None of the included studies considered differential attainment by students with protected characteristics. Conclusion: Research on assessment in prescribing competencies would benefit from structured reporting of methods and findings. Estimation of the predictive validity of assessments, at both national and institutional levels, is essential. This would help establish whether OSCEs or similar tests have incremental predictive validity over written tests. Situational Judgement Tests would be a valuable addition to assessment practices.