@article{10.22454/FamMed.2022.854689,
author = {Lee, Jonathon R. and Ross, Shelley},
title = {A Comparison of Resident-Completed and Preceptor-Completed Formative Workplace-Based Assessments in a Competency-Based Medical Education Program},
journal = {Family Medicine},
volume = {54},
number = {8},
year = {2022},
month = {9},
pages = {599-605},
doi = {10.22454/FamMed.2022.854689},
abstract = {Background and Objectives: In competency-based medical education (CBME), should resident self-assessments be included in the array of evidence upon which summative progress decisions are made? We examined the congruence between self-assessments and preceptor assessments of residents using assessment data collected in a 2-year Canadian family medicine residency program that uses programmatic assessment as part of their approach to CBME.
Methods: This was a retrospective observational cohort study using a learning analytics approach. The data source was archived formative workplace-based assessment forms (fieldnotes) stored in an online portfolio by family medicine residents and preceptors. Data came from three academic teaching sites over 3 academic years (2015-2016, 2016-2017, 2017-2018), and were analyzed in aggregate using nonparametric tests to evaluate differences in progress levels selected both within and between groups.
Results: In aggregate, first-year residents’ self-reported progress was consistent with that indicated by preceptors. Progress level rating on fieldnotes improved over training in both groups. Second-year residents tended to assign themselves higher ratings on self-entered assessments compared with those assigned by preceptors; however, the effect sizes associated with these findings were small.
Conclusions: Although we found differences in the progress level selected between preceptor-entered and resident-entered fieldnotes, small effect sizes suggest these differences may have little practical significance. Reasonable consistency between resident self-assessments and preceptor assessments suggests that benefits of guided self-assessment (eg, support of self-regulated learning, program efficacy monitoring) remain appealing despite potential risks.},
URL = {https://journals.stfm.org//familymedicine/2022/september/lee-2021-0453/},
eprint = {https://journals.stfm.org//media/5059/lee-2021-0453.pdf},
}