Stakeholders' perception on the implementation of Developmental Progress Assessment: using the Theoretical Domains...

Area of Science:

• Medical Education Research
• Healthcare Professional Development
• Assessment Methodologies

Background:

• Longitudinal assessment (LA) is widely used but lacks evidence-based justification for its benefits in documenting trainee progression.
• Current implementation of LA may be based on assumptions rather than empirical data.

Purpose of the Study:

• To investigate stakeholders' knowledge and attitudes regarding longitudinal assessment (LA).
• To identify factors supporting or hindering the uptake and sustainable use of LA in medical training.

Main Methods:

• Qualitative study involving interviews with representatives from four key stakeholder groups.
• Interviews guided by the Theoretical Domains Framework (TDF) to explore behavior change determinants.
• Deductive coding of interviews to TDF domains, with saliency analysis to identify dominant themes.

Main Results:

• Forty-one individuals participated, revealing three dominant domains influencing LA implementation.
• Stakeholders perceive LA as having more positive than negative consequences, but acknowledge significant resource requirements.
• Variations in understanding and application of LA elements exist across different stakeholder groups.

Conclusions:

• Tailored, theory-driven interventions are needed to foster a shared understanding of LA and optimize its outcomes.
• Addressing resource limitations is essential for facilitating the successful uptake and sustainability of LA.
• Future efforts should focus on evidence-based strategies to enhance LA's role in professional development.