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Assessing postgraduate trainees in Canada: are we achieving diversity in methods?

Sophia Chou¹, Jocelyn Lockyer, Gary Cole

¹Faculty of Medicine, University of Calgary, Canada. Sophia.chou@calgaryhealthregion.ca

Medical Teacher

|December 18, 2008

Summary

Canadian program directors widely use the In-Training Evaluation Report (ITER) and other assessment tools for resident evaluation. They desire greater national collaboration to enhance evaluation methods across specialties.

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Published on: June 1, 2015

Area of Science:

Medical Education Research
Residency Training Assessment
Healthcare Professional Development

Background:

Resident evaluation is a complex process with limited understanding of predominant assessment methods.
Current evaluation practices vary significantly across medical specialties.

Purpose of the Study:

To identify the assessment methods used by program directors in Canada.
To understand program directors' perceptions of improving resident evaluation.

Main Methods:

A web-based survey was distributed to program directors of Royal College of Physicians and Surgeons of Canada (RCPSC)-accredited programs.
The survey examined the utilization of In-Training Evaluation Reports (ITERs) and non-ITER assessment tools.
Program directors' views on necessary improvements in evaluation were collected.

Main Results:

149 program directors participated, with ITERs used in almost all programs.
Oral examinations (85.9%) and multiple-choice questions (71.8%) were the most common non-ITER tools.
Surgical specialties favored multiple-choice questions and logbooks, while medical specialties utilized Objective Structured Clinical Examinations (OSCEs).

Conclusions:

Program directors employ diverse assessment methods for trainees.
The In-Training Evaluation Report (ITER) remains a primary assessment tool.
There is a recognized need for inter-program collaboration to refine resident evaluation strategies.