The framework of Systematic Assessment for Resilience (SAR): development and validation

Area of Science:

• Medical Education
• Student Resilience
• Assessment Strategies

Background:

• Rising burnout and depression in health professions education (HPE) students pose risks to patient care.
• Current resilience interventions often overlook the crucial role of the assessment system.
• There is a need to address the primary cause of student distress within educational structures.

Purpose of the Study:

• To develop a theoretical framework for promoting resilience in assessment planning and practice for HPE students.
• To create practical guidelines integrated into the assessment process to foster student resilience.

Main Methods:

• Utilized Whetten's model for theoretical framework development, involving four phases.
• Conducted literature reviews and focus group discussions with students to gather data.
• Constructed and validated the theoretical model and its guidelines with HPE students and medical teachers.

Main Results:

• Developed the Systematic Assessment Resilience (SAR) framework, integrating four constructs (self-control, management, engagement, growth) across five assessment phases.
• Each assessment phase includes practical guidelines designed to enhance student resilience.
• The SAR model demonstrated high content and face validity, confirmed through rigorous triangulation.

Conclusions:

• The SAR model provides novel, practical guidelines for fostering resilience through assessment in HPE.
• This framework offers a new approach to support HPE students, particularly in the post-COVID-19 era.
• The SAR model is designed for attainable implementation in assessment planning and practice.