The Osteopathic Clinical Practice Assessment – a pilot study to develop a new workplace-based assessment tool

Abstract

Background

Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review

“…The implementation and use of a single assessment tool to assess specific skills (e.g., competency in a clinical or procedural task) in specific types of clinical learning environments (e.g., a single clinical unit or department) was the most commonly implemented form of WBA found in our review, with a total of 31 pilot studies. 22–53 While individual WBA tools were the most commonly studied, 26 papers discussed implementing pilots of programmatic assessment, where multiple individual assessment tools are used by multiple assessors in different contexts to support an educational design. 52,54–57 Since 2005 when programmatic assessment was defined, programs of assessment primarily have been built to support undergraduate medical education (UME) curriculums, although some studies reported its use in GME contexts.…”

“…Studies investigated aspects of validity most commonly, with the majority of studies concluding that the relevant tool was valid for its intended purpose. 22,25,26,30,33,36,37,39,45,46,48,50,53–75 Eight studies investigated the use and implementation of multisource feedback tools, which were the most prevalent type of implemented tool. 46,54,55,59,60,62,63,68 Several papers emphasized the importance of including the viewpoints of multiple assessors in the clinical learning environment and the importance of collecting both quantitative and qualitative data in assessment tools.…”

“…Early WBA studies used paper-based forms, including feedback forms, to document, record, and share assessment data in local contexts. 23–25,27,29,32,40,41,48,60,153–155 Following the move to the ACGME Next Accreditation System and the requirement for reporting ACGME Milestone ratings in 2013, studies shifted focus to implementing computer- and web-based tools to meet increasing demands for data usage and storage. 26,28,30,33,37,43–45,50,52–54,58,60,63,89,91,93,96,156 Surgical specialties in particular reported using multiple types of platforms to upload and store data reflecting a range of technological solutions, including web and mobile applications.…”

Professional identity in osteopathy: A scoping review of peer-reviewed primary osteopathic research

“…Within osteopathy, however, little is published about OPI or its development (OPID). Initiatives in the International Journal of Osteopathic Medicine (IJOM) have undoubtedly raised the profile of osteopathic education research [39][40][41], but this has often focused on practical issues such as student assessment [42][43][44] and learning resources [45][46][47]. A search of IJOM, from inception to present, revealed only three examples of peer-reviewed primary research with explicit OPI focus [23,24,48], although there are some discussion papers [39,[49][50][51][52][53].…”