Submission ID 78324
| Code | OB-5-4 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Graduate Student |
| Title | Quality of Narrative Feedback Provided by Faculty and Resident Assessors for Entrustable Professional Activities: Analysis of 4 Years of Assessments in the Surgical Foundations Curriculum at Queen's University. |
| Background/Purpose | Competency-Based Medical Education (CBME) requires formative assessments and feedback on learners' performance. Feedback within CBME is provided by faculty, residents/fellows, allied health professionals, and medical students. How the quality of narrative feedback from faculty and resident assessor groups differs is currently unknown. |
| Methods | We collected assessments of Entrustable Professional Activities (EPAs) performed by residents in the Surgical Foundations (SF) curriculum at Queen's University from July 2017-June 2021. We collected variables pertaining to the assessor, resident, and assessment. Two raters independently used the Quality of Assessment of Learning (QuAL) Score (range 0 to 5) to evaluate the quality of narrative feedback. |
| Results | A total of 3143 assessments of EPAs in the SF program were completed by faculty (n=1751) and residents (n= 1292). Narrative feedback was provided more often by faculty 59.7% (1045/1751) than residents 52.7% (681/1292) yet the overall quality of narrative feedback provided by residents was significantly greater than that provided by faculty (mean QuAL ± SD 2.29 ± 1.52 vs. 2.00 ± 1.46, p<0.001). When comparing year to year, a significant difference between faculty and residents' QuAL scores was found in 2018-2019. There was significant difference in feedback quality between faculty and residents when the resident was entrusted (p=0.002). |
| Discussion | There is significant difference in the quality of narrative feedback between faculty and resident assessors. Future research will focus in exploring the underlying reasons for this difference. |
| Keyword 1 | Feedback |
| Keyword 2 | EPA |
| Keyword 3 | Surgical Foundations |
| Abstract content most relevant to: (check all that apply) | Residency Education |
| Abstract Track - First Choice | Assessment |
| Assessment | Competency-based assessment Entrustable Professional Activities Written/Narrative |
| Authors | Ingrid de Vries Rosephina Del Fernandes Boris Zevin Ingrid de Vries |
