ror.org/02fa3aq29
Abstracts
Abstract
Background: Canadian specialist residency training programs are implementing a form of competency-based medical education (CBME) that requires the assessment of entrustable professional activities (EPAs). Dashboards could be used to track the completion of EPAs to support program evaluation.
Methods: Using a design-based research process, we identified program evaluation needs related to CBME assessments and designed a dashboard containing elements (data, analytics, and visualizations) meeting these needs. We interviewed leaders from the emergency medicine program and postgraduate medical education office at the University of Saskatchewan. Two investigators thematically analyzed interview transcripts to identify program evaluation needs that were audited by two additional investigators. Identified needs were described using quotes, analytics, and visualizations.
Results: Between July 1, 2019 and April 6, 2021 we conducted 17 interviews with six participants (two program leaders and four institutional leaders). Four needs emerged as themes: tracking changes in overall assessment metrics, comparing metrics to the assessment plan, evaluating rotation performance, and engagement with the assessment metrics. We addressed these needs by presenting analytics and visualizations within a dashboard.
Conclusions: We identified program evaluation needs related to EPA assessments and designed dashboard elements to meet them. This work will inform the development of other CBME assessment dashboards designed to support program evaluation.
Résumé
Contexte : Les programmes de résidence dans une spécialité au Canada offrent une formation médicale fondée sur les compétences (FMFC) qui exige l’évaluation des activités professionnelles confiables (APC). Des tableaux de bord pourraient être utilisés pour suivre la complétion des APC afin de faciliter l’évaluation des programmes.
Méthodes : Par un processus de recherche basé sur la conception, nous avons ciblé les besoins des programmes liés aux évaluations de la FMFC et conçu un tableau de bord qui comprend les éléments (données, analyses et visualisations) nécessaires pour répondre à ces besoins. Nous avons eu recours à des entretiens auprès des responsables du programme de médecine d’urgence et du bureau d’éducation médicale postdoctorale de l’Université de Saskatchewan. Deux enquêteurs ont effectué une analyse thématique des transcriptions des entretiens afin de recenser les besoins d’évaluation du programme, vérifiés par la suite par deux autres enquêteurs. Les besoins recensés ont été décrits à l’aide de citations, d’analyses et de visualisations.
Résultats : Entre le 1er juillet 2019 et le 6 avril 2021, nous avons mené 17 entretiens avec six participants (deux responsables de programmes et quatre responsables de l’établissement). Quatre besoins sont ressortis en tant que thèmes : le suivi des changements dans les mesures d’évaluation globales, la comparaison des mesures avec le plan d’évaluation, l’évaluation de l’efficacité du stage et l’engagement face à des mesures d’évaluation. Nous avons répondu à ces besoins en présentant des analyses et des visualisations dans un tableau de bord.
Conclusions : Nous avons identifié les besoins d’évaluation du programme liés aux évaluations des APC et conçu des éléments de tableau de bord pour y répondre. Ce travail guidera la conception d’autres tableaux de bord d’évaluation de la FMFC en vue de faciliter l’évaluation des programmes.
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Appendices
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