Commitment to Change and Challenges to Implementing Changes After Workplace-Based Assessment Rater Training

Kogan, Jennifer R.; Conforti, Lisa N.; Yamazaki, Kenji; Iobst, William; Holmboe, Eric S.

doi:10.1097/acm.0000000000001319

Cited by 20 publications

(15 citation statements)

References 36 publications

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“…The WBA program being implemented for the first time turned out to be a game changer in Chemical Pathology residency program at our institute. Successful implementation of WBA program was possible by engaging the team from the very beginning, making appropriate choices of WBA tools, advance planning, building of mutual trust, and training of assessors which also helped reduce rater bias and staying connected with PGs throughout the execution phase (22). From our experience, we feel that continuous faculty development and administrative support are important factors that may influence the sustainability of any WBA program.…”

Section: Discussionmentioning

confidence: 88%

Fostering Teaching-Learning through Workplace Based Assessment in Postgraduate Chemical Pathology Residency Program Using Virtual Learning Environment

Jafri¹,

Siddiqui²,

Khan³

et al. 2020

Preprint

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Background The principle of workplace based assessment (WBA) is to assess trainees at work with feedback integrated into the program simultaneously. A student driven WBA model was introduced and perception evaluation of this teaching method was done subsequently by taking feedback from the faculty as well as the postgraduate trainees (PGs) of a residency program. Methods Descriptive mixed method study was conducted. A WBA program was designed for PGs in Chemical Pathology on MOODLE and forms utilized were Case-based discussion (CBD), Direct Observation of Practical Skills (DOPS) and Evaluation of clinical events (ECE). Consented assessors and PGs were trained on WBA through a workshop. Pretest and post-test to assess PGs knowledge before and after WBA were conducted. Every time a WBA form was filled, perception of PGs and assessors towards WBA, time taken to conduct single WBA and feedback were recorded. Faculty and PGs qualitative feedback on perception of WBA was taken via interviews. WBA tools data and qualitative feedback were used to evaluate the acceptability and feasibility of the new tools. Results Six eligible PGs and seventeen assessors participated in this study. A total of 79 CBDs (assessors n=7 and PGs n=6), 12 ECEs (assessors n=6 and PGs n=5), and 20 DOPS (assessors n=6 and PGs n=6) were documented. PGs average pretest score was 55.6%, which was improved to 96.4% in posttest. Overall mean time taken to evaluate PG’s was 12.6±9.9 min and feedback time 9.2±7.4 min. Mean WBA process satisfaction of assessors and PGs on likert scale of 1 to 10 was 8±1 and 8.3±0.8 respectively. Conclusion Both assessors and fellows were satisfied with introduction and implementation of WBA. It gave the fellows opportunity to interact with assessors more often and learn from their rich experience.

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Section: Discussionmentioning

confidence: 88%

Fostering Teaching-Learning through Workplace Based Assessment in Postgraduate Chemical Pathology Residency Program Using Virtual Learning Environment

Jafri¹,

Siddiqui²,

Khan³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Further investigations could shed light on this question and identify potential barriers as well as participants’ commitment to implement the learned standards. As the literature proposes, the concept of commitment to change is a valuable approach to investigate the impact of continuing medical education on participants’ daily practice [ 30 ], [ 31 ].…”

Section: Discussionmentioning

confidence: 99%

Adherence to Trained Standards After a Faculty Development Workshop on “Teaching With Simulated Patients”

Freytag

Hölzer

Sonntag

2017

GMS Journal for Medical Education; 34(4):Doc45

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“…Yelon, Ford et al31 suggest that enactment of change hinges on three factors: First, the ability to enact change must be fostered by the FD program itself by providing adequate cognitive support for competency development 40,41. Second, FD participants have to be willing to apply their new learning in their workplace as Kogan42 suggests: change can be successful only when individuals commit to enact change in their own practice and to sharing their insights with colleagues. This depends on how they view the relevance and benefit of what they have learned 43,44.…”

Section: The Evolution Of Faculty Development In Medical Educationmentioning

confidence: 99%

<p>Faculty development program evaluation: a need to embrace complexity</p>

Fernández¹,

Audétat²

2019

AMEP

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Faculty development is essential for renewing and assisting faculty to maintain teaching effectiveness and adapt to innovations in Health Professions educational institutions. The evaluation of faculty development programs appears to be a significant step in maintaining its relevance and efficiency. Yet, little has been published on the specific case of faculty development program evaluation in spite of the availability of general program evaluation models. These models do not measure or capture the information educators want to know about outcomes and impacts of faculty development. We posit that two reasons account for this. The first is the evolving nature of faculty development programs as they adapt to current reforms and innovations. The second involves the limitations imposed by program evaluation models that fail to take into account the multiple and unpredictable outcomes and impacts of faculty development. It is generally accepted that the outcomes and impacts are situated at various levels, ranging from the individual to the institutional and cultural levels. This calls for evaluation models that better capture the complexity of the impacts of faculty development, in particular the reciprocal relationships between program components and outcomes. We suggest conceptual avenues, based on Structuration Theory, that could lead to identifying the multilevel impacts of faculty development.

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Commitment to Change and Challenges to Implementing Changes After Workplace-Based Assessment Rater Training

Abstract: While higher baseline motivation predicted change, multiple system-level barriers undermined ability to implement change. Rater-training faculty development programs should address how faculty motivation and organizational barriers interact and influence ability to change.

Cited by 20 publications

References 36 publications

Fostering Teaching-Learning through Workplace Based Assessment in Postgraduate Chemical Pathology Residency Program Using Virtual Learning Environment

Fostering Teaching-Learning through Workplace Based Assessment in Postgraduate Chemical Pathology Residency Program Using Virtual Learning Environment

Adherence to Trained Standards After a Faculty Development Workshop on “Teaching With Simulated Patients”

<p>Faculty development program evaluation: a need to embrace complexity</p>

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