The framework of Systematic Assessment for Resilience (SAR): development and validation

Abstract

Background Burnout and depression among health professions education (HPE) students continue to rise, leading to unwanted effects that ultimately jeopardise optimal medical care and patient health. Promoting the resilience of medical students is one solution to this issue. Several interventions have been implemented to foster resilience, but they focus on aspects other than the primary cause: the assessment system. The purpose of this study is to develop a framework to promote resilience in assessment planning and practice. Methods We followed the guidelines suggested by Whetten for constructing a theoretical model for framework development. There were four phases in the model development. In the first phase, different literature review methods were used, and additional students’ perspectives were collected through focus group discussions. Then, using the data, we constructed the theoretical model in the second phase. In the third phase, we validated the newly developed model and its related guidelines. Finally, we performed response process validation of the model with a group of medical teachers. Results The developed systematic assessment resilience framework (SAR) promotes four constructs: self-control, management, engagement, and growth, through five phases of assessment: assessment experience, assessment direction, assessment preparation, examiner focus, and student reflection. Each phase contains a number of practical guidelines to promote resilience. We rigorously triangulated each approach with its theoretical foundations and evaluated it on the basis of its content and process. The model showed high levels of content and face validity. Conclusions The SAR model offers a novel guideline for fostering resilience through assessment planning and practice. It includes a number of attainable and practical guidelines for enhancing resilience. In addition, it opens a new horizon for HPE students’ future use of this framework in the new normal condition (post COVID 19).

The impact of the Systematic Assessment for Resilience (SAR) framework on students’ resilience, anxiety, depression, burnout, and academic-related stress: a quasi-experimental study

“…Similarly, Clipa et al [ 16 ] found that students’ resilience increases when they practice formative assessment, which reduces test anxiety. Although both studies have the same findings, the intervention proposed in the current study was developed based on a solid evidence-based framework [ 31 ].…”

“…In their recent research, Wadi et al developed a framework for fostering resilience through the process of student assessment [ 31 ]. This framework is called the Systematic Assessment for Resilience (SAR) framework and encompasses numerous guidelines for fostering resilience and enhancing its four constructs: (1) self-control, in which students should be able to govern themselves and face adversity; (2) management, which describes the students’ ability to use available resources effectively to overcome obstacles; (3) engagement, which highlights the students’ ability to be involved and committed to pursuing challenges with perseverance; and (4) growth, which reflects the students’ ongoing development to face future challenges.…”

“…This framework is called the Systematic Assessment for Resilience (SAR) framework and encompasses numerous guidelines for fostering resilience and enhancing its four constructs: (1) self-control, in which students should be able to govern themselves and face adversity; (2) management, which describes the students’ ability to use available resources effectively to overcome obstacles; (3) engagement, which highlights the students’ ability to be involved and committed to pursuing challenges with perseverance; and (4) growth, which reflects the students’ ongoing development to face future challenges. The four constructs work together in a cycle to promote resilience through five phases of assessment: (i) direction, which focuses on improving the candidate’s understanding of the assessment’s scope and procedure; (ii) preparation, which emphases enhancing candidates’ cognitive, mental, and psychomotor readiness to optimize assessment performance; (iii) experience, which helps enhance the formative assessment component; (iv) examiner focus, which deals with improving examiner behavior to increase candidate performance and decrease candidate anxiety; and (v) student reflection, which encourages self-review [ 31 ]. The SAR framework presents a comprehensive approach that promises to foster a learning environment in medical schools that supports mental well-being and cultivates resilience in medical students.…”