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Assessment-Seeking Strategies: .

Stephen Gauthier1, Heather Braund2, Nancy Dalgarno2

  • 1Department of Medicine, Queen's University, Kingston, Ontario, Canada.

Teaching and Learning in Medicine
|June 29, 2023
PubMed
Summary
This summary is machine-generated.

Residents strategically seek workplace-based assessments (WBA) in competency-based medical education (CBME), balancing learning needs with program requirements. This impacts feedback and competence evaluations.

Keywords:
Assessmentcompetency based medical educationentrustable professional activitypost graduate medical educationresidency education

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Area of Science:

  • Medical Education
  • Assessment in Medicine

Background:

  • Competency-based medical education (CBME) utilizes workplace-based assessments (WBA) for both formative feedback (assessment for learning) and summative judgments of competence (assessment of learning).
  • Residents face a conflict between seeking WBA for learning and for demonstrating competence, potentially leading to unintended consequences.

Purpose of the Study:

  • To explore factors influencing residents' decisions to seek or avoid WBA.
  • To develop a model of resident assessment-seeking strategies within CBME.

Main Methods:

  • Conducted 20 semi-structured interviews with internal medicine residents.
  • Employed grounded theory methodology with constant comparative analysis.
  • Developed a conceptual model of assessment-seeking behavior.

Main Results:

  • Residents are motivated by program requirements and the desire for feedback, often finding these conflicting.
  • Key moderating factors influencing WBA initiation include resident performance, assessor characteristics, program expectations, and clinical context.
  • A conceptual framework was developed to explain strategic assessment-seeking behaviors.

Conclusions:

  • Resident assessment-seeking strategies are shaped by underlying motivations and moderating factors in CBME.
  • Understanding these strategies is crucial for programmatic assessment and ensuring the validity of data used for summative decisions.
  • Implications exist for evaluating resident readiness for unsupervised practice.