Influence of Trainer Role, Subspecialty and Hospital Status on Consultant Workplace-based Assessment Completion

Latif, Ahmed; Hopkins, Luke; Robinson, Denise; Brown, Christopher; Abdelrahman, Tarig; Egan, Richard; Iorwerth, Awen; Pollitt, John; Lewis, Wyn G.

doi:10.1016/j.jsurg.2019.01.013

Cited by 7 publications

(5 citation statements)

References 20 publications

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“…20 Our result is consistent with previous studies that show the use of WPBA can be affected by multiple cofactors in either usage or implementation, assessment between trainee and trainer, in addition to needs of time or variation in completions. 9,11 With the presence of these barriers, the educational value of WPBA became low, and this finding is consistent with other studies that show the attitudes of the assessors sometimes reduce WPBA educational value.…”

Section: Discussionsupporting

confidence: 90%

“…4,6,9 Moreover, it has been shown that using these forms can be affected by multiple cofactors in either usage or implementation such as a dual system of learning and assessment between a trainee and trainer, in addition to needs of time or variation in completions. [9][10][11] Reviewing articles show the need of providing support to the trainee to regulate learning in the clinical environment individually in respect of using tools and the support gained by supervisors in the training. 9 Another study done for ER interns shows the costly significance to the emergency department due to using Mini-CEX encounters for interns' performance assessment.…”

Section: Introductionmentioning

confidence: 99%

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Family Medicine Resident Experience Toward Workplace-Based Assessment Form in Improving Clinical Teaching: An Exploratory Qualitative Study

Alruqi,

Al-Nasser,

Agha

2024

AMEP

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Workplace-Based Assessment (WPBA) has been widely utilized for assessing performance in training sites for both formative and summative purposes. Currently, with the recently updated duration of the family medicine (FM) training program in Saudi Arabia from four years to three years, the possible impact of such a change on assessment would need to be investigated. This objective was to explore the experiences of FM residents regarding the usage of WPBA as an assessment tool for improving clinical teaching at King Abdulaziz Hospital (KAH), Al Ahsa, Saudi Arabia. Methods: The study involves an exploratory qualitative phenomenological approach targeting family medicine resident in KAH was used. Purposive sampling techniques were used. In this descriptive study, data was collected through the utilization of 1:1 semistructured interviews guided by directive prompts. All recorded interviews were transcribed verbatim. An inductive analytical approach was applied for thematic analysis of transcripts. Results: Fifteen participants were individually interviewed until data saturation was reached. The themes that emerged were organized into the categories of underlying principles of WPBA, the impact of the learning environment, associated opportunities and challenges, and making WPBA more effective. Participants expressed that the orientation provided by the program was insufficient, although the core principles were clear to them. They valued the senior peers' support and encouragement for the creation of a positive learning environment. However, time limit, workload, and a lack of optimum ideal implementation reduced the educational value and effectiveness of WPBA among senior residents. Conclusion:The study examined residents' experiences with WPBA and concluded that low levels of satisfaction were attributed to implementation-related problems. Improvements should be made primarily in two areas: better use of available resources and more systematic prior planning. Revision and assignment of the selection process were suggested, in addition to the implementation of the new curriculum. The research will assist stakeholders in selecting and carrying out evaluation techniques that will enhance residents' abilities.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Family Medicine Resident Experience Toward Workplace-Based Assessment Form in Improving Clinical Teaching: An Exploratory Qualitative Study

Alruqi,

Al-Nasser,

Agha

2024

AMEP

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“…However, the challenges of the procedural assessments remains, such as the workload on the faculty and the performance of the faculty as raters. A recent study illustrated that faculty members with assigned educational roles were more likely to perform work-based assessments than other faculties [26]. Assigning faculty roles and training faculty members to use a variety of assessment tools are necessary.…”

Section: Competencymentioning

confidence: 99%

Are graduating residents sufficiently competent? Results of a national gap analysis survey of program directors and graduating residents in Japan

et al. 2020

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Purpose: To determine the self-assessed competency of graduating residents (GRs) in Japan upon completion of their residency and to determine the gap between their competency and the competency expected by their program directors (PDs). Method:A list of 31 essential surgical procedures was compiled according to the consensus of surgical educators from around the country. A survey with this list was sent to all 909 GRs and their 611 PDs in 2016. The GRs rated their competency to perform these procedures and the PDs were asked to evaluate the expected competency of their GRs using the Zwisch Scale. Result:The response rate was 56.3% for the GRs and 76.8% for the PDs. For ten (32%) procedures, less than half of the GRs felt confident performing these. For most procedures, GRs self-reported competency was lower than was reported as expected by their PDs. This gap was more than 10% for 13 of the procedures. Conclusion:More than half of the GRs in Japan lacked the confidence in their skills to perform onethird of the procedures selected for this study. The results of this study should be used to update the surgical education curriculum in Japan.

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“…Variation in engagement by trainers with the requirements of a training programme has been previously demonstrated with regards to Workplace-Based Assessment (WBA) completion. 10 In that study it was found that the consultant with an AES role completed significantly more WBAs than other consultant trainers, however there was no assessment of the quality of these WBAs. Nisar and Scott's survey of trainees and trainers identified WBA completion as a marker for training quality.…”

Section: Discussionmentioning

confidence: 90%

Summative Supervisor Reporting: A Quality Performance Perspective

Hopkins

Robinson

Brown

et al. 2019

Journal of the American College of Surgeons

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Objective: This study aimed to quality assure Assigned Educational Supervisor (AES) reports, using UK Joint Committee on Surgical Training (JCST) objective criteria, to evaluate contribution Annual Review of Competence Progression (ARCP). Design: Consecutive 145 AES reports from 75 trainers regarding 68 Core Surgical Trainees were assessed from 9 hospitals (2 Tertiary centres (77 reports), 7 District General Hospitals (68 reports)). Reports were assessed by independent assessors based on free text related to performance mapped to curricular objectives, operative logbooks, and Clinical Supervisor (CS) reports, and overall summary grades assigned ranging from development required, adequate, good, to excellent. Setting: A core surgical training programme serving a single UK (Wales) deanery. Participants: Sixty-eight consecutively appointed core surgical trainees and seventy-five consultant surgeon trainers. Results: Summary grades of adequate or above were achieved in 101/145 (69.7%) reports. Trainees' objective setting meetings were completed within 6 weeks of starting placements in 124/145 (85.5%). The proportions of AES reports containing free text commentary on curricular objectives, portfolio objectives, and operative logbook development were 128/145, 123/145, and 55/145 respectively. AES report quality was not associated with hospital status, subspecialty, or trainee grade. Female trainers were significantly more likely to provide reports graded as Good or Excellent compared with their male colleagues (7/12 vs. 27/133,  2 (2) = 9.389, p= 0.009). AES reports for male trainees were significantly more likely to be rated as further development required (40/85, 47.1%) when compared with female trainees (4/32, 12.5%, p=0.007). 3 Conclusion: Three in ten AES reports were insufficient to contribute to objective ARCP outcomes and a gender gap was apparent related to engagement. AES trainers should provide more focus if this summative tool is to be an effective career progression metric.

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Influence of Trainer Role, Subspecialty and Hospital Status on Consultant Workplace-based Assessment Completion

Cited by 7 publications

References 20 publications

Family Medicine Resident Experience Toward Workplace-Based Assessment Form in Improving Clinical Teaching: An Exploratory Qualitative Study

Family Medicine Resident Experience Toward Workplace-Based Assessment Form in Improving Clinical Teaching: An Exploratory Qualitative Study

Are graduating residents sufficiently competent? Results of a national gap analysis survey of program directors and graduating residents in Japan

Summative Supervisor Reporting: A Quality Performance Perspective

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