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Ross S, Poth CA, Donoff MG, et al. Involving users in the refinement of the competency-based achievement system: an innovative approach to competency-based assessment. Med Teach. 2012;34(2):e143-7doi: 10.3109/0142159X.2012.644828.
Ross, S., Poth, C. A., Donoff, M. G., Papile, C., Humphries, P., Stasiuk, S., & Georgis, R. (2012). Involving users in the refinement of the competency-based achievement system: an innovative approach to competency-based assessment. Medical teacher, 34(2), e143-7. https://doi.org/10.3109/0142159X.2012.644828
Ross, Shelley, et al. "Involving users in the refinement of the competency-based achievement system: an innovative approach to competency-based assessment." Medical teacher vol. 34,2 (2012): e143-7. doi: https://doi.org/10.3109/0142159X.2012.644828
Ross S, Poth CA, Donoff MG, Papile C, Humphries P, Stasiuk S, Georgis R. Involving users in the refinement of the competency-based achievement system: an innovative approach to competency-based assessment. Med Teach. 2012;34(2):e143-7. doi: 10.3109/0142159X.2012.644828. PMID: 22289013.
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Med Teach. 2012;34(2):e143-7. doi: 10.3109/0142159X.2012.644828.

Involving users in the refinement of the competency-based achievement system: an innovative approach to competency-based assessment.

Medical teacher

Shelley Ross, Cheryl-Anne Poth, Michel G Donoff, Chiara Papile, Paul Humphries, Samantha Stasiuk, Rebecca Georgis

Affiliations

  1. Department of Family Medicine, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Canada. [email protected]

PMID: 22289013 DOI: 10.3109/0142159X.2012.644828

Abstract

BACKGROUND: Competency-based assessment innovations are being implemented to address concerns about the effectiveness of traditional approaches to medical training and the assessment of competence.

AIM: Integrating intended users' perspectives during the piloting and refinement process of an innovation is necessary to ensure the innovation meets users' needs. Failure to do so results in no opportunity for users to influence the innovation, nor for developers to assess why an innovation works or does not work in different contexts.

METHODS: A qualitative participatory action research approach was used. Sixteen first-year residents participated in three focus groups and two interviews during piloting. Verbatim transcripts were analyzed individually and then across all transcripts using a constant comparison approach.

RESULTS: The analysis revealed three key characteristics related to the impact on the residents' acceptance of the innovation as being a worthwhile investment of time and effort: access to frequent, timely, and specific feedback from preceptors. Findings were used to refine the innovation further.

CONCLUSION: This study highlights the necessary conditions for assessing the success of implementation of educational innovations. Reciprocal communication between users and developers is vital. This reflects the approaches recommended in the Ottawa Consensus Statement on research in assessment published in Medical Teacher in March 2011.

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