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Workplace formative assessment: faculty members' beliefs.

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Workplace-based formative assessment (WFA) is underutilized in dermatology residency programs. Key barriers include faculty time for observation and engagement, highlighting a need for improved training and awareness to enhance feedback delivery.

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Area of Science:

  • Medical Education
  • Graduate Medical Training
  • Dermatology

Background:

  • Workplace-based formative assessment (WFA) is a valuable tool for evaluation and teaching in graduate medical education.
  • Despite its benefits, the adoption of WFA in residency programs is reportedly low.
  • Understanding the current utilization and perceived barriers of WFA is crucial for its effective implementation.

Purpose of the Study:

  • To determine the proportion of US dermatology residency programs utilizing WFA.
  • To identify faculty members' perceptions regarding factors that facilitate or hinder WFA implementation.

Main Methods:

  • An electronic survey was administered to all accredited US dermatology residency programs.
  • Response data were collected and analyzed to assess WFA adoption rates and identify barriers.

Main Results:

  • A 43% response rate was achieved from 56 out of 131 US dermatology programs.
  • Half of the responding programs (50%) reported using WFA.
  • The primary advantage cited was "provides feedback to residents about their performance," while "time for faculty to observe" and "faculty interest" were the most common barriers.

Conclusions:

  • WFA, crucial for stimulating learning through feedback, is not yet widely adopted in dermatology residency programs.
  • Addressing faculty time constraints and fostering interest through training and awareness are key to increasing WFA utilization.
  • The significant impact of feedback on performance, supported by extensive research, underscores the importance of overcoming these barriers.