Research in Clinical Assessment grant
To support medical assessment research, the MCC offers research grants to interested faculty members, staff members or graduate students of Canadian medical faculties.
Background:
Assessment carries dual purposes of summative evaluation and developmental support, but the deeply ingrained performance assessment culture in medical education often prioritizes its summative role. Within the Canadian Competence By Design (CBD) framework, Competence Committees (CCs) longitudinally assess trainee performance data enabling a holistic picture of trainee progress towards competence which can facilitate the developmental role of assessment. However, CCs are seemingly favoring summative decision-making rather than supporting trainee development. Residents have signaled their dissatisfaction and distrust in the current assessment system, which may be perpetuated by a lack of clarity around CCs decision-making processes and resulting feedback. Gaining a better understanding of the resident perspective is therefore imperative to the assessment community, as the foundations of the assessment system are currently threatened.
Purpose:
This study seeks to explore trainee experiences and perceptions of CC decision-making and feedback, aiming to strengthen the developmental purpose of assessment and encourage trainees to engage with it as a learning tool rather than a summative hurdle.
Methods:
We have designed a qualitative study using an Interpretive Description methodology to capture subjective experiences of radiation oncology residents with CCs and their feedback. We aim to capture a diverse sample of trainees at various levels from multiple training programs across Canada. Data collection and analysis will occur concurrently in an iterative process. Coding will be generated inductively from the interview data and themes will be identified to inform the interpretive process.
Implications:
We aim to derive practical insights around subjective trainee experiences that inform actionable recommendations to enhance the developmental role of CCs. This study presents an opportunity to understand how residents make meaning of feedback, which ultimately determines its impact in their development towards competence. This knowledge can inform improvements to feedback delivery within the current postgraduate assessment system.