Lessons from the implementation of developmental progress assessment: A scoping review

Abstract

Objectives Educators and researchers recently implemented developmental progress assessment (DPA) in the context of competency‐based education. To reap its anticipated benefits, much still remains to be understood about its implementation. In this study, we aimed to determine the nature and extent of the current evidence on DPA, in an effort to broaden our understanding of the major goals and intended outcomes of DPA as well as the lessons learned from how it has been executed in, or applied across, educational contexts. Methods We conducted a scoping study based on the methodology of Arksey and O’Malley. Our search strategy yielded 2494 articles. These articles were screened for inclusion and exclusion (90% agreement), and numerical and qualitative data were extracted from 56 articles based on a pre‐defined set of charting categories. The thematic analysis of the qualitative data was completed with iterative consultations and discussions until consensus was achieved for the interpretation of the results. Results Tools used to document DPA include scales, milestones and portfolios. Performances were observed in clinical or standardised contexts. We identified seven major themes in our qualitative thematic analysis: (a) underlying aims of DPA; (b) sources of information; (c) barriers; (d) contextual factors that can act as barriers or facilitators to the implementation of DPA; (e) facilitators; (f) observed outcomes, and (g) documented validity evidences. Conclusions Developmental progress assessment seems to fill a need in the training of future competent health professionals. However, moving forward with a widespread implementation of DPA, factors such as lack of access to user‐friendly technology and time to observe performance may render its operationalisation burdensome in the context of competency‐based medical education.

Publishing during COVID‐19: Lessons for health professions education research

“…On the contrary, we generally presume data to be collected in a particular place and time that will have incompletely explainable influence regardless of the care with which they were collected. Context matters; 14 implementation matters 15 . We cannot lose sight, therefore, that even COVID is impacting different people, different institutions and different training programs in different ways, requiring efforts to find a means to extract general principles from local reality.…”

Meaningful mapping of remediation in longitudinal and developmental assessment models

“…If DPA follows a predetermined pathway with mapped assessments, remedial assessments could become traditional resits. This may require trainees' pathways to be stalled until they have passed the next mapped assessment, which seems contrary to the objectives of developmental pathways as presented by St‐Onge et al 1 Developmental progress assessment models explicate expectations and provide a roadmap for each training stage to guide individual learners' development towards independent practice. So how can remediation be meaningfully integrated as part of longitudinal and developmental assessment models?…”

“…In DPA, the mapping of assessments to pathways is focused on the learner's progression and has the potential to facilitate the development of competence in ways that could promote students' empowerment 1 . At the same time, St‐Onge et al 1 present the identification of trainees in need of remediation as one of the positive outcomes of the implementation of DPA. This juxtaposition of student empowerment with programme‐required remediation creates an interesting quandary.…”

“…The scoping review by St‐Onge et al 1 was valuable to call attention to the mapping and personalisation of DPA, stimulating many thoughts on what remediation entails and how it can be meaningfully integrated in longitudinal and developmental assessment models. These insights can be considered as important stepping stones for the further development of longitudinal and developmental assessment models.…”

“…Comprehensive assessment practices have the potential to stimulate and shape learning. In this issue, St‐Onge et al 1 explore the current evidence pertaining to the implementation of developmental progress assessment (DPA), which is defined as assessments mapped on developmental pathways and is used to provide guidance to trainees and faculty members. In doing so, they offer important insights on longitudinal and developmental pathways and the role of assessment therein.…”