Using patients’ charts to assess medical trainees in the workplace: A systematic review

Al-Wassia, Heidi; Al‐Wassia, Rolina; Shihata, Shadi; Park, Yoon Soo; Tekian, Ara

doi:10.3109/0142159x.2015.1006599

Cited by 11 publications

(5 citation statements)

References 22 publications

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“…In addition, good critical thinking skills have been found to predict success in family medicine certification examinations. An assessment of critical thinking in the progress tests during the training may help to identify applicants more likely to be successful in the final certification exam ( 25 ).…”

Section: Discussionmentioning

confidence: 99%

Specialty training in family medicine in Montenegro – An evaluation of the programme by the first generation of trainees

Šter

Kezunović

Cojić

et al. 2018

Slovenian Journal of Public Health

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IntroductionOne of the aims of health care reform in Montenegro is to strengthen primary care. An important step forward is the implementation of specialty training in family medicine (FM). The aim of this article is to evaluate the implementation of specialty training in family medicine in Montenegro, regarding the content, structure and methods, by the first generation of trainees and the coordinator of the training.MethodsA questionnaire was sent by mail in July and August 2017 to all 26 eligible trainees who started specialty training in 2013. Twenty-two of the 26 trainees (84.6%) responded. The questionnaire consisted of closed and open-ended questions related to the evaluation of the training. A descriptive quantitative and qualitative analysis with predefined themes and a semi-structured interview with the coordinator were carried out.ResultsThe process of training in FM was assessed positively by both trainees and the coordinator. The positive assessment included that the specialisation course offered modern design through modules and practice, and trainees both improved their existing knowledge and skills and acquired new ones necessary for everyday work. The coordinator emphasised the importance of the introduction of new teaching methods and formative assessment, the important role of mentors, and the involvement of Slovenian colleagues in the teaching process and supervision of the programme.ConclusionsThe implementation of speciality training in FM in Montenegro was successful. Several assessment methods were used that can be further developed in individual structured feedback, which could stimulate the continual improvement of trainees’ knowledge and competencies.

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Section: Discussionmentioning

confidence: 99%

Specialty training in family medicine in Montenegro – An evaluation of the programme by the first generation of trainees

Šter

Kezunović

Cojić

et al. 2018

Slovenian Journal of Public Health

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“…The assessors understood their role as assessors differently, so perhaps using assessors who were already familiar with the concept could have improved the group assessment. 29 However, discussions among the assessors regarding whether or not a resident had the necessary competence to get approval contributed to the assessor's knowledge and skills as assessors and led to a common understanding of the concept of CbD, and how it was to be used in this specific department. The need to be trained as an assessor has been recommended by several authors.…”

Section: Discussionmentioning

confidence: 99%

Can case-based discussions in a group setting be used to assess residents' clinical skills?

et al. 2021

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Objectives:The purpose of this study was to explore residents' and assessors' perception of a new group assessment concept. Methods: This qualitative study consists of observations of four group assessment sessions, followed by semi-structured interviews with six residents and four assessors (specialists in internal medicine), who all volunteered to be interviewed. All residents at a medical department (eleven to fifteen each time) and four assessors participated in four group assessments, where the residents' clinical skills were assessed through case-based discussions. An external consultant (an anthropologist) performed the observations and the interviews. Notes from the observations and the interviews were analyzed using an inductive approach. Results: Eight of the ten interviewed participants preferred group assessment to individual assessment. Results from the interviews suggested that the group assessments were more consistent and that the level of discussion was perceived to be higher in the group discussions compared to the one-toone discussions. All residents indicated that they had acquired new knowledge during their assessment and reported having learned from listening to the assessment of their peers. Assessors similarly reported gaining new knowledge. Conclusions: The residents and assessors expressed very favourable attitudes toward the new group assessment concept. The assessment process was perceived to be higher in quality and more consistent, contributing to learning for all participating doctors in the department. Group assessment is feasible and acceptable, and provides a promising tool for assessment of clinical skills in the future.

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“…However, the mutual discussions among the assessors regarding whether or not a resident had the necessary competence to get approval in it-self contributed to the assessors knowledge and skills as assessors and lead to a common understanding of the concept of CbD, and how it is to be used in this speci c department. The need to be trained as an assessor has been recommended by several authors (19)(20)(21). The introduction of this group-assessment concept thus provided a learning opportunity for the assessors regarding the use of CbD.…”

Section: Discussionmentioning

confidence: 99%

Group assessment of residents’ clinical skills using Case-based Discussions is feasible, highly valued and moreover fosters learning

Johansen¹,

Nielsen²,

Malling³

et al. 2020

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Background Assessment of residents’ clinical skills using Case-based Discussion traditionally involves a one-to-one discussion with a supervisor. This entails a subjective, and maybe unequal, assessment of the resident, which can only be overcome with the use of multiple assessors. The purpose of this study was to explore residents’ and assessors’ perception of a group-assessment concept.Methods Eleven to fifteen residents in a medical department met 4 times (every 3rd month) over 1 year for 5 hours each time. The residents took turns presenting clinical cases within a predefined topic and discussed it with peers and assessors (diagnosis, differential diagnosis, ethical considerations etc.). Four assessors (specialists in internal medicine) participated in the discussion and together assessed the residents` clinical skills. An external consultant observed the group-assessment several times and conducted semi-structured interviews with the residents as well as the assessors. Notes from the observations and transcribed interviews were analyzed using an inductive approach looking for participants’ perceptions of the concept.Results Both residents and assessors preferred the group-assessment to the individual assessment. Since there were several assessors, the group-assessments were more consistent and regarded more resource-efficient and manageable than one-to-one assessments. The level of discussion was perceived to be higher in the group discussions compared to one-to-one discussions. All residents gained new knowledge during their assessment and in addition, also reported having learned from listening to the assessment of their peers. Assessors reported gaining new knowledge as well.Conclusions Group-assessment through Case-based Discussions is a good way to structure assessment of residents` clinical skills. The quality of the assessment process seems to be increased and is likely to be more objective than individual assessment. Group-assessment is feasible and acceptable, and additionally fosters learning for all participating doctors in the department.

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Using patients’ charts to assess medical trainees in the workplace: A systematic review

Cited by 11 publications

References 22 publications

Specialty training in family medicine in Montenegro – An evaluation of the programme by the first generation of trainees

Specialty training in family medicine in Montenegro – An evaluation of the programme by the first generation of trainees

Can case-based discussions in a group setting be used to assess residents' clinical skills?

Group assessment of residents’ clinical skills using Case-based Discussions is feasible, highly valued and moreover fosters learning

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