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Related Experiment Video

Updated: Jan 26, 2026

A Vibrotactile Feedback Device for Seated Balance Assessment and Training
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Enhancing Formative Feedback in Orthopaedic Training: Development and Implementation of a Competency-Based Assessment

Natalie Wagner1, Anita Acai1, Sydney A McQueen2

  • 1Department of Surgery, McMaster University, Hamilton, Ontario, Canada; Department of Psychology, Neuroscience & Behaviour, McMaster University, Hamilton, Ontario, Canada.

Journal of Surgical Education
|April 15, 2019
PubMed
Summary

A new assessment framework improved formative feedback in Canadian orthopaedic residency. The tools demonstrated reliability and enhanced feedback quality, fostering a culture change in training programs.

Keywords:
AssessmentFeedbackFormativeInterpersonal and Communication SkillsMedical EducationMedical KnowledgeOrthopaedicsPatient CarePractice-Based Learning and ImprovementProfessionalismTool development

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Area of Science:

  • Medical Education
  • Orthopaedic Surgery Training
  • Assessment Frameworks

Background:

  • Formative feedback is crucial for postgraduate medical training.
  • Current assessment practices in orthopaedic residency programs require refinement.
  • Developing effective feedback tools is essential for competency-based education.

Purpose of the Study:

  • To develop, implement, and evaluate an assessment framework.
  • To enhance formative feedback practices in Canadian orthopaedic postgraduate training.
  • To support the adoption of competency-based medical education.

Main Methods:

  • A 4-phase tool development process initiated in 2014.
  • Ongoing assessment of tool reliability, validity, and educational impact.
  • Iterative refinement of assessment tools based on evaluation data.

Main Results:

  • 182 tools were completed and analyzed.
  • Quantitative analysis showed moderate to excellent inter-rater agreement (ICC = 0.54–0.93).
  • Tools effectively discriminated between learners at different training levels (p < 0.05) and improved feedback quality and quantity.

Conclusions:

  • The developed assessment framework is effective in improving formative feedback.
  • The process serves as a model for other training programs.
  • The framework supports the transition to competency-based assessment and improved training.