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Reframing selection as a learning experience: Insights from a residency selection assessment.

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Residency applicants found value in assessments for self-reflection and development, but high-stakes selection pressures limited learning. Integrating assessments into the curriculum could enhance their educational potential.

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Area of Science:

  • Medical Education
  • Psychometrics
  • Professional Development

Background:

  • Selection for postgraduate medical training is a critical process.
  • The learning potential of selection assessments is often overlooked.
  • Understanding applicant-derived learning value is crucial for assessment design.

Purpose of the Study:

  • To explore the learning value residency applicants gain from a comprehensive selection assessment.
  • To identify factors influencing the perceived learning value of these assessments.

Main Methods:

  • Semi-structured interviews were conducted with 16 pediatric residency applicants.
  • Interviews occurred before selection outcomes were known.
  • Thematic analysis was applied to transcribed interview data.

Main Results:

  • Applicants reported benefits such as enhanced self-reflection, self-awareness, and goal setting.
  • Learning value was influenced by result interpretation, focus on selection, and tool credibility.
  • Concerns about the high-stakes nature of selection impacted the perceived learning value.

Conclusions:

  • Selection assessments possess inherent learning potential for applicants.
  • The high-stakes context of selection can impede the realization of this learning potential.
  • Integrating assessments into the learning curriculum is key to maximizing their educational benefit.