Accepted Type
Oral
Code
OG2-3-4
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Jr. Faculty (less than 5 years in practice)
Affiliation
Considered for Poster
no
Title
Assessment in Continuing Professional Development: What does it look like?
Length of Presentation
Background/Purpose
Continuing professional development (CPD) is an essential component of health professionals' practice. CPD contributes to professionals' development and maintenance of competence within evolving contexts of care. While assessment could be used in CPD to ascertain participants' learning, its use is rare or irregular. The aim of this study was to document the breadth and depth of what is known about the development and implementation of assessment practices within CPD.
Methods
We conducted a scoping review based on Arksey and O'Malley's methodology. Two team members reviewed all abstracts with a 90% inter-rater agreement. When needed, other members provided a third opinion. A data extraction form was developed. We conducted a descriptive analysis for numerical data (e.g. year of publication) and thematic analysis of qualitative data (e.g. assessment format, timing of assessment).
Results
The search strategy was conducted in six databases and included terms such as lifelong learning and professional development. Of the 1733 abstracts identified, 136 were retained for the full review. We included papers that assessed health professionals in a CPD context. The majority of studies used a written exam (75%) over a performance-based assessment. Multiple-choice exams were most common (62%). Barriers identified include resources required to develop assessments and time pressure on learners to complete assessment. Facilitators identified were related to a positive perception of the assessment from the learner's perspectives.
Conclusion
While assessment drives learning in the context of health professions training programs, it may not have the same purpose or influence on learning with practicing professionals, particularly when the assessment does not have a summative value.
Keyword 1
Continuing Professional Development
Keyword 2
Assessment
Keyword 3
Scoping review
Level of Training
CPD (faculty development, CME)
Abstract Themes
Continuing Medical Education
Additional Theme (First choice)
Assessment
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Mélanie Marceau
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
