Abstract:ObjectivesThe introduction of competency-based training has necessitated development and implementation of accompanying mechanisms for assessment. Procedure-based assessments (PBAs) are an example of workplace-based assessments that are used to examine focal competencies in the workplace. The primary objective was to understand surgical trainees' perspective on the value of PBA.DesignSemistructured interviews with 10 surgical trainees individually interviewed to explore their views. Interviews were audio-recor… Show more
“…Trainees often ascribed different values to the individual components of the assessment messages and valued qualitative over quantitative information:I think the most important thing about all of these things is the feedback. It's not the mark you get at the end of the day.…”
Section: Resultsmentioning
confidence: 99%
“…I think the most important thing about all of these things is the feedback. It's not the mark you get at the end of the day.…”
Section: Resultsmentioning
confidence: 99%
“…Trainees highlighted additional aspects of the assessment messages they valued, such as their breadth, including coverage of non‐technical skills or their provision of a more holistic picture of performance:What I think is more useful is when you get feedback about how you're performing as a trainee in general……”
Section: Resultsmentioning
confidence: 99%
“…The main obstacle or issue I find is from higher levels and not actually from me getting them achieved… finding consultant input to sit down and go through them with to sign them off was a difficulty… it's so difficult to get them……”
Section: Resultsmentioning
confidence: 99%
“…Some senior trainees highlighted their desire for different types of feedback:I am wanting to be assessed more globally. A sort of overall impression of ‘Am I almost ready for consultant practice or not?’…”
Objectives
This study was designed as a narrative systematic literature review of medical specialist trainees’ perspectives of the assessment messages they receive in the context of clinical performance assessments. The aim of the study was to determine if trainees value the information they receive through the formats designed to promote their development and, if not, the reasons for this.
Methods
The authors searched the ERIC, EMBASE, Ovid MEDLINE and PsycINFO databases for articles published up to 16 June 2018 that present original data on trainees’ perspectives of the assessment messages they receive in the context of work‐based assessments (WBAs) and in‐training assessments (ITAs) used within their training programmes. All authors screened 938 abstracts and 139 full‐text articles were assessed after this. Descriptions of quantitative data and thematic analysis of qualitative data were used to present the opinions of trainees.
Results
Thirty‐three articles met the inclusion criteria. Twenty‐six articles (79%) described trainees’ perspectives in the context of WBA and the remaining articles referred to ITA formats. Wide‐ranging opinions were reported. The analysis categorised these into three themes: trainees value developmental assessment messages; trainees become disengaged when assessment messages are not developmental, and trainees’ views depend on the environment, the assessor and themselves. Some trainees reported that the assessment messages were valuable and provided input on their performance to guide their development, but many disagreed. In particular, the trainee's own level of engagement with the assessments influenced his or her perspectives on the messages received.
Conclusions
Trainees do not universally perceive that clinical performance assessments provide them with the valuable developmental input on their performance they were designed to do. Factors related to the environment, the assessor and themselves influence their perspectives.
“…Trainees often ascribed different values to the individual components of the assessment messages and valued qualitative over quantitative information:I think the most important thing about all of these things is the feedback. It's not the mark you get at the end of the day.…”
Section: Resultsmentioning
confidence: 99%
“…I think the most important thing about all of these things is the feedback. It's not the mark you get at the end of the day.…”
Section: Resultsmentioning
confidence: 99%
“…Trainees highlighted additional aspects of the assessment messages they valued, such as their breadth, including coverage of non‐technical skills or their provision of a more holistic picture of performance:What I think is more useful is when you get feedback about how you're performing as a trainee in general……”
Section: Resultsmentioning
confidence: 99%
“…The main obstacle or issue I find is from higher levels and not actually from me getting them achieved… finding consultant input to sit down and go through them with to sign them off was a difficulty… it's so difficult to get them……”
Section: Resultsmentioning
confidence: 99%
“…Some senior trainees highlighted their desire for different types of feedback:I am wanting to be assessed more globally. A sort of overall impression of ‘Am I almost ready for consultant practice or not?’…”
Objectives
This study was designed as a narrative systematic literature review of medical specialist trainees’ perspectives of the assessment messages they receive in the context of clinical performance assessments. The aim of the study was to determine if trainees value the information they receive through the formats designed to promote their development and, if not, the reasons for this.
Methods
The authors searched the ERIC, EMBASE, Ovid MEDLINE and PsycINFO databases for articles published up to 16 June 2018 that present original data on trainees’ perspectives of the assessment messages they receive in the context of work‐based assessments (WBAs) and in‐training assessments (ITAs) used within their training programmes. All authors screened 938 abstracts and 139 full‐text articles were assessed after this. Descriptions of quantitative data and thematic analysis of qualitative data were used to present the opinions of trainees.
Results
Thirty‐three articles met the inclusion criteria. Twenty‐six articles (79%) described trainees’ perspectives in the context of WBA and the remaining articles referred to ITA formats. Wide‐ranging opinions were reported. The analysis categorised these into three themes: trainees value developmental assessment messages; trainees become disengaged when assessment messages are not developmental, and trainees’ views depend on the environment, the assessor and themselves. Some trainees reported that the assessment messages were valuable and provided input on their performance to guide their development, but many disagreed. In particular, the trainee's own level of engagement with the assessments influenced his or her perspectives on the messages received.
Conclusions
Trainees do not universally perceive that clinical performance assessments provide them with the valuable developmental input on their performance they were designed to do. Factors related to the environment, the assessor and themselves influence their perspectives.
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