Abstract Manager

Facilitated and Dedicated Poster

LP1 - 05

Accept

I declare I have no actual or potential conflict of interest in relation to this program.

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Oral

Education Research

Student

yes

Examining resident-entered vs preceptor-entered low stakes workplace-based assessments in Competency-based Medical Education

While assessment by preceptors in competency-based medical education (CBME) is crucial for resident development, CBME is also intended to improve accuracy of learner self-assessment. Despite continued adoption of CBME as a preferred approach to physician training, it is unclear to what extent residents should be responsible for their own assessment. Our study contrasted the content of fieldnotes (low stakes narrative assessments) that were learner-created (i.e., self-assessments) vs preceptor-created. We compared these two categories of fieldnotes to shed light on the value of self-assessments in CBME. We hypothesized that learner-created and preceptor-created fieldnotes would; 1) differ in quality of the narrative feedback; 2) not greatly differ with respect to a resident's progress level in a competency, and; 3) address competencies with comparable frequency.

This study used secondary data analysis of archived fieldnotes generated by residents and preceptors in a family medicine residency program in Canada. Non-parametric statistical tests were used to evaluate differences between learner self-assessment fieldnotes and preceptor-entered fieldnotes in feedback quality, indicated progress level, and competencies addressed.

Quality of feedback documented by residents in self-assessments was significantly lower than that documented in preceptor assessments. Second year residents overestimated their own progress levels in self-assessments in a small but significant manner. Some small but significant differences were found between residents and preceptors in the frequency of specific competencies addressed.

Resident self-assessments were reasonably consistent with preceptor assessments, suggesting that the benefits of guided low-stakes self-assessment (e.g., training in self-regulation, program efficacy monitoring) outweigh the potential risks.

assessment

self-assessment

competency-based medical education

Post Graduate

Assessment

Postgraduate

Yes

Yes

Yes

Yes

Yes