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Is Performance-Based Progress Testing in Psychiatry Feasible?
Adam B Joiner1, Samantha Abbott2, Damien Longson3
1Cumbria Partnership NHS Foundation Trust, Dane Garth, Furness General Hospital, Barrow-in-Furness, Cumbria, UK. adam.joiner@cumbria.nhs.uk.
Summary
Competency-based progress tests for psychiatry trainees showed mixed results in assessing skill levels and progress over time. Reliability was noted with 12 stations, but discrimination between trainees and skill improvement was not consistently demonstrated.
Area of Science:
- Medical Education
- Psychiatry Training
- Assessment Methods
Background:
- Postgraduate medical education requires robust assessment tools.
- Competency-based progress tests aim to evaluate trainee skills longitudinally.
- The Clinical Assessment of Skills and Competencies (CASC) is a key examination for psychiatry trainees.
Purpose of the Study:
- To evaluate the reliability of a competency-based progress test for psychiatry trainees.
- To determine if the test can differentiate trainees at various training levels.
- To assess the test's ability to demonstrate skill improvement over three years.
Main Methods:
- Annual progress tests simulating the CASC exam were administered to UK psychiatry trainees.
- Statistical analysis included Cronbach's alpha for reliability and ANOVA for discrimination.
- Student's t tests were used to analyze skill improvement over time.
Main Results:
- The progress test demonstrated good reliability (alpha ≥ 0.8) with 12 stations.
- Significant score improvements were observed with increasing seniority in 2012 and 2013, but not in 2014.
- Two of three cohorts showed significant skill improvement over time, while one did not.
Conclusions:
- The competency-based progress test's ability to reliably distinguish trainee seniority or assess progress over time remains inconclusive.
- Further research is needed to understand the factors influencing test performance and to refine assessment strategies.
