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Lessons from the implementation of developmental progress assessment: A scoping review.

Christina St-Onge¹, Élise Vachon Lachiver², Serge Langevin¹

¹Department of Medicine, Faculty of Medicine and Health Sciences, University of Sherbrooke, Sherbrooke, Québec, Canada.

Medical Education

|February 22, 2020

Summary

Developmental progress assessment (DPA) is valuable for training health professionals but faces implementation challenges. Key themes include aims, barriers, and outcomes, with technology and time posing significant hurdles.

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Area of Science:

Medical Education
Health Professions Education
Competency-Based Education

Background:

Developmental Progress Assessment (DPA) is increasingly used in competency-based education.
Understanding DPA implementation is crucial for realizing its benefits.

Purpose of the Study:

To determine the scope and nature of evidence on DPA.
To understand DPA's goals, outcomes, and implementation lessons.

Main Methods:

A scoping study using Arksey and O'Malley's methodology.
Screening 2494 articles, with data extracted from 56.
Qualitative thematic analysis of extracted data.

Main Results:

Seven major themes identified: aims, information sources, barriers, contextual factors, facilitators, outcomes, and validity evidence.
Tools include scales, milestones, and portfolios; observations occur in clinical settings.
Barriers include lack of user-friendly technology and time for observation.

Conclusions:

DPA addresses a need in training competent health professionals.
Widespread DPA implementation may be hindered by technological and time constraints.