SubmissionId 29728

PCW - 6


  • Shelley Ross
  • Claire Touchie


Reg Fee?


Length of Presentation
Half Day (4 hours)


Abstract (Rationale / Background / Purpose)

Competency-based medical education (CBME) has become the expected approach to health professions education and assessment in postgraduate training across all specialties in Canada and beyond. As residency programs strive to meet expectations of Competence By Design (RCPSC) and the Triple C Curriculum (CFPC) and medical schools incorporate CBME approaches into their programs, some common challenges have been identified. One of these challenges is how to effectively carry out workplace-based assessment. Uncertainty about which tools to use is further complicated by challenges at the system level, in faculty development, and even in the engrained thinking of preceptors. More complexity is added by trends, where a tool gains favour and is seen as the only solution to all CBME assessment challenges (until something else usurps it). Finally, clerkship/program directors and preceptors are unsure as to whether the tools they are using are acceptable in the new world of CBME assessment.

In this workshop, we discuss key concepts: rater cognition, direct observation, concepts of validity and reliability, programmatic assessment, and the influence of language on rater judgements. Assessment challenges are discussed, sometimes with proposed answers, sometimes as “thought exercises” for group discussion. Trends in the literature will be discussed from theoretical and practical points of view. Case examples highlight the importance of context when considering tools.

The goal of this workshop is to provide an overview of possible tools, along with some guidance for how to match a tool to the appropriate purpose in workplace-based assessment. Active participation and discussion will be encouraged, with cases and scenarios as prompts. There will be a balance between theory and application, so that participants will leave with at least one practical addition to their assessment tool kit.

Learning objectives:

By the end of this workshop, participants will be able to:

1. Describe literature supporting key concepts in workplace-based assessment

2. Practice using a selection of workplace-based assessment tools.

3. Generate a list of tools and processes for workplace-based assessment that would work in their own context.

Term 1

Term 2

Term 3

Term 4

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