Submission ID 78257
| Code | OB-5-5 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Graduate Student |
| Title | Ready to Change? Faculty Members' Perspectives About Assessment for Learning in Health Sciences Programs |
| Background/Purpose | Despite educators' intentions to change assessment culture and support Assessment for Learning (AFL), there are several challenges. Knowing what factors could inform or motivate change would contribute to targeted interventions during the implementation of AFL practices. This study aimed to identify such factors. |
| Methods | We used qualitative interpretive description informed by the theory of planned behaviour. We conducted individual interviews with faculty members from four health sciences programs (medicine, nursing, occupational therapy, and physiotherapy) in four different Canadian universities. Two team members carried out the thematic analysis and all team members discussed the interpretation. |
| Results | Fourteen faculty members participated in the study. Participants expressed that a more human relationship with their learners, focusing on mentoring, would contribute to their motivation to change (positive attitude). They reflected that changes in assessment practices will require a collective effort (including program leads, faculty members, and trainees) (normative beliefs). Participants negatively anticipate that these changes could increase their workload (perceived behavioural control). Lastly, participants highlighted the tension between how trainees are selected (for being the 'best' students) and the fact that grades are not as important in the AFL philosophy (perceived behavioural control). |
| Discussion | Our findings reaffirm that changing perceptions about assessment and assessment practices is not a small endeavour. Implementation of AFL should be done in consideration to potential barriers. Importantly, our findings highlight that these changes cannot solely occur at the individual level; we need concerted efforts by all stakeholders supported by theory-driven and tailored interventions at all levels. |
| Keyword 1 | Assessment For Learning |
| Keyword 2 | Assessment culture |
| Keyword 3 | Theory of planned Behaviour |
| Abstract content most relevant to: (check all that apply) | Undergraduate Medical Education Other |
| Abstract Track - First Choice | Assessment |
| Assessment | Competency-based assessment Formative General |
| Authors | Christina St-Onge Aliki Thomas Meghan McConnell Linda Bergeron Kathleen Ouellet Élise Vachon Lachiver Elise Vachon Lachiver |
