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How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a
Marnix P D Westein1,2,3, A S Koster4, H E M Daelmans5
1Department of Pharmaceutical Sciences, Utrecht University, Universiteitsweg 99, 3584, CG, Utrecht, The Netherlands. m.p.d.westein@uu.nl.
Advances in Health Sciences Education : Theory and Practice
|September 12, 2022
Summary
Progress evaluations in postgraduate education help guide trainee development, but supervisors prioritize education over assessment. Separating evaluations from formal assessments can improve supervisor roles and feedback quality.
Area of Science:
- Medical Education
- Professional Development
- Pharmacy Practice
Background:
- Performance measurement and feedback in supervision create tension between formative and summative evaluation purposes.
- Conflicting evidence exists regarding the impact of supervisor-trainee relationships on performance assessment.
- Understanding the utilization of progress evaluations in postgraduate settings with ongoing supervisor-trainee relationships is crucial.
Purpose of the Study:
- To investigate the utilization of progress evaluations in a two-year community pharmacy specialization program.
- To explore supervisor response processes, evaluation utility, and the influence of supervisor-trainee relationships.
- To analyze the validity of performance evaluation scores within a longitudinal context.
Main Methods:
- Mixed-method approach combining quantitative analysis of evaluation scores and qualitative semi-structured interviews.
- Analysis of performance evaluation scores for 342 trainees using repeated measures ANOVA.
- Semi-structured interviews with 15 supervisors focusing on their experiences and perceptions.
Main Results:
- Progress evaluation scores were influenced by time and the Canadian Medical Education Directives for Specialists (CanMEDS) roles.
- Supervisors demonstrated varied response processes, prioritizing trainee development over strict performance scoring.
- Positive supervisor-trainee relationships were foundational for feedback, with supervisors preferring educator/mentor roles over assessor roles.
Conclusions:
- Progress evaluations effectively direct feedback in longitudinal supervisor-trainee relationships, though performance scoring reliability is low.
- Supervisors are more invested in fostering development than in formal assessment.
- Recommending the separation of progress evaluations from formal assessments to mitigate supervisor role conflict.
Keywords:
FeedbackLongitudinal relationshipPerformance assessmentPostgraduate educationProgress evaluationSupervisorMore Related Videos
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