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Performance in practice; exploring trainer and trainee experiences of user-designed formative assessment tools.

B McEllistrem¹, A Barrett¹, K Hanley¹

¹General Practice Training Unit, Irish College of General Practitioners, Dublin, Ireland.

Education for Primary Care : an Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

|October 23, 2020

Summary

The new Performance in Practice (PiP) tools improved formative feedback for General Practice trainees in Ireland. Both trainees and trainers reported positive experiences, highlighting educational value and acceptability.

Keywords:

Formative assessment feedback postgraduate education primary care work-based assessment

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Area of Science:

Medical Education
General Practice Training

Background:

General Practice training in Ireland utilizes various formative assessment and feedback methods.
The Irish College of General Practitioners developed new user-designed tools, the Performance in Practice (PiP) tools, to enhance trainee learning through feedback.

Purpose of the Study:

To explore the experiences of General Practice trainers and trainees after a 4-month pilot of the PiP tools.

Main Methods:

An explorative phenomenological approach was employed.
One-to-one interviews were conducted with trainers and trainees.
Transcripts were analyzed using Template analysis to identify themes and sub-themes.

Main Results:

User experiences centered on educational value and acceptability.
The PiP tools were perceived as an improvement over existing feedback methods, aligning with the curriculum and GP requirements.
Acceptability was influenced by data governance, structures, and software usability.

Conclusions:

The pilot implementation of the PiP tools yielded positive experiences for both General Practice trainers and trainees.
Findings from this research will inform future plans for the broader implementation of the PiP tools.