Enhancing Formative Feedback in Orthopaedic Training: Development and Implementation of a Competency-Based Assessment Framework

Wagner, Natalie; Acai, Anita; McQueen, Sydney; McCarthy, Colm; McGuire, Andrew; Petrisor, Brad; Sonnadara, Ranil

doi:10.1016/j.jsurg.2019.03.015

Cited by 11 publications

(14 citation statements)

References 23 publications

(22 reference statements)

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“…Formative assessment was introduced in the form of WBA in into the work environment of chemical pathology residency program. As with all methods of formative assessment, WBA methodology works best when they are embedded into the work environment, provide specific feedback, and are timely [19][20][21][22]. Current study has shown positive educational impact and good opportunities for feedback to PGs for all of the three formative WBAs investigated, judging by the feedback from both PGs and assessors.…”

Section: Discussionmentioning

confidence: 75%

Fostering teaching-learning through workplace based assessment in postgraduate chemical pathology residency program using virtual learning environment

et al. 2020

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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 multimethod 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 posttest 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; p value< 0.05. Scores of annual assessment before and after implementation of WBA also showed significant improvement, p value 0.039, 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. Gain in knowledge of PGs was identified from the statistically significant improvement in PGs’ assessment scores after WBA implementation.

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Section: Discussionmentioning

confidence: 75%

Fostering teaching-learning through workplace based assessment in postgraduate chemical pathology residency program using virtual learning environment

et al. 2020

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“…assessment was introduced in the form of WBA in into the work environment of chemical pathology residency program. As with all methods of formative assessment, WBA methodology works best when they are embedded into the work environment, provide specific feedback, and are timely(18)(19)(20)(21). Current study has shown positive educational impact and good opportunities for feedback to PGs for all of the three formative WBAs investigated, judging by the feedback from both PGs and assessors.…”

mentioning

confidence: 75%

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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“…Ongoing evidence supporting CBME use is being developed in the U.S., U.K., and the University of Toronto (UT) 15,17,29 . Examples of evidence include an entire restructuring of a residency program in the case of UT, adoption of index procedure minimums and minimum pass standards for procedure-based assessments in the U.K., and simulation studies using PBP in the U.S. and elsewhere (Table II) [28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45] .…”

Section: Cbmementioning

confidence: 99%

“…Challenges to widespread adoption of CBME include the inertia associated with changing historical educational structures, increased administrative time and effort borne by faculty, implementation and maintenance costs, standardizing appropriate assessment tools, and specialty-specific concerns 20,28 . Ongoing evidence supporting CBME use is being developed in the U.S., U.K., and the University of Toronto (UT) 15,17,29 . Examples of evidence include an entire restructuring of a residency program in the case of UT, adoption of index procedure minimums and minimum pass standards for procedure-based assessments in the U.K., and simulation studies using PBP in the U.S. and elsewhere (Table II) [28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45] .…”

Section: Cbmementioning

confidence: 99%

“…Simulation without PBP may allow residents to "train" and test on simulators without a structured pathway toward the specific competency to be achieved. Contrast this with PBP, which repeatedly outperforms simulation without PBP because the PBP design ensures adherence to tightly defined competency metrics (Table II) [28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45] . PBP has a reproducible and ordered linear structure that requires unambiguously defined performance metrics that can be scored as occurring (proficient) or not occurring 35 .…”

Section: Cbmementioning

confidence: 99%

See 1 more Smart Citation

Contemporary Issues in the Acquisition of Orthopaedic Surgical Skills During Residency

Myers

Marsh

Nicandri

et al. 2021

Journal of Bone and Joint Surgery

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ä Orthopaedic education should produce surgeons who are competent to function independently and can obtain and maintain board certification.ä Contemporary orthopaedic training programs exist within a fixed 5-year time frame, which may not be a perfect match for each trainee.ä Most modern orthopaedic residencies have not yet fully adopted objective, proficiency-based, surgical skill training methods despite nearly 2 decades of evidence supporting the use of this methodology.ä Competency-based medical education backed by surgical simulation rooted in proficiency-based progression has the potential to address surgical skill acquisition challenges in orthopaedic surgery.Disclosure: The Disclosure of Potential Conflicts of Interest forms are provided with the online version of the article (http://links.lww.com/JBJS/G773).

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Enhancing Formative Feedback in Orthopaedic Training: Development and Implementation of a Competency-Based Assessment Framework

Cited by 11 publications

References 23 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

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

Contemporary Issues in the Acquisition of Orthopaedic Surgical Skills During Residency

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