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Related Experiment Videos

Attending Emergency Physicians' Perceptions of a Programmatic Workplace-Based Assessment System: The McMaster Modular

Anita Acai1, Shelly-Anne Li2, Jonathan Sherbino3

  • 1a Department of Psychology, Neuroscience & Behaviour and Office of Education Science, Department of Surgery, McMaster University , Hamilton , Ontario , Canada.

Teaching and Learning in Medicine
|March 6, 2019
PubMed
Summary

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Assessors using the McMaster Modular Assessment Program (McMAP) found its structured framework improved assessment quality. However, challenges like feedback reluctance and system gaming were noted, offering insights for competency-based medical education transitions.

Area of Science:

  • Medical Education
  • Emergency Medicine Assessment
  • Competency-Based Medical Education (CBME)

Background:

  • The McMaster Modular Assessment Program (McMAP) is a long-standing workplace-based assessment (WBA) system in emergency medicine.
  • Prior research has focused on resident experiences, leaving assessor perspectives underexplored.
  • Understanding assessor experiences is crucial for validating competency judgments within WBA systems.

Purpose of the Study:

  • To explore the in-depth experiences of attending physicians using the McMAP system.
  • To identify perceived benefits and challenges of programmatic WBA from the assessor viewpoint.
  • To inform the implementation of WBA during the transition to CBME.

Main Methods:

  • Qualitative study employing semi-structured interviews with 16 attending physicians.
Keywords:
competency-based medical educationemergency medicinepostgraduate medicineprogrammatic assessmentworkplace-based assessment

Related Experiment Videos

  • Interpretive description methodology (Thorne) for data analysis.
  • Independent data analysis by two researchers with regular consensus meetings.

    • Main Results:

    • A structured assessment framework was perceived to enhance assessment frequency and quality, offering holistic, flexible, and learner-driven benefits.
    • Attendings reported challenges including reluctance to provide negative feedback, system 'gaming' by both assessors and trainees, and logistical/technological issues.
    • The system facilitated more frequent and higher-quality assessments, perceived as holistic, flexible, and learner-driven.

    Conclusions:

    • Programmatic WBA, like McMAP, offers significant benefits for competency assessment in medical education.
    • Addressing challenges such as feedback reluctance and system gaming is essential for effective WBA implementation.
    • Recommendations are provided to help programs optimize WBA during the transition to CBME.