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"The Most Crushing Thing": Understanding Resident Assessment Burden in a Competency-Based Curriculum

Ott, Mary C ; Pack, Rachael ; Cristancho, Sayra ; Chin, Melissa ; Van Koughnett, Julie Ann ; Ott, Michael

Journal of graduate medical education, 2022-10, Vol.14 (5), p.583-592 [Periódico revisado por pares]

United States: The Accreditation Council for Graduate Medical Education

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  • Título:
    "The Most Crushing Thing": Understanding Resident Assessment Burden in a Competency-Based Curriculum
  • Autor: Ott, Mary C ; Pack, Rachael ; Cristancho, Sayra ; Chin, Melissa ; Van Koughnett, Julie Ann ; Ott, Michael
  • Assuntos: Canada ; Clinical Competence ; Competency-Based Education ; Curriculum ; Humans ; Internship and Residency ; Learning ; Original Research
  • É parte de: Journal of graduate medical education, 2022-10, Vol.14 (5), p.583-592
  • Notas: ObjectType-Article-1
    SourceType-Scholarly Journals-1
    ObjectType-Feature-2
    content type line 23
    Editor's Note: The online version of this article contains the interview guide used in the study.
  • Descrição: Competency-based medical education (CBME) was expected to increase the workload of assessment for graduate training programs to support the development of competence. Learning conditions were anticipated to improve through the provision of tailored learning experiences and more frequent, low-stakes assessments. Canada has adopted an approach to CBME called Competence by Design (CBD). However, in the process of implementation, learner anxiety and assessment burden have increased unexpectedly. To mitigate this unintended consequence, we need a stronger understanding of how resident assessment burdens emerge and function. This study investigates contextual factors leading to assessment burden on residents within the framework of CBD. Residents were interviewed about their experiences of assessment using constructivist grounded theory. Participants (n=21) were a purposive sample from operative and perioperative training programs, recruited from 6 Canadian medical schools between 2019 and 2020. Self-determination theory was used as a sensitizing concept to categorize findings on types of assessment burden. Nine assessment burdens were identified and organized by threats to psychological needs for autonomy, relatedness, and competence. Burdens included: missed opportunities for self-regulated learning, lack of situational control, comparative assessment, lack of trust, constraints on time and resources, disconnects between teachers and learners, lack of clarity, unrealistic expectations, and limitations of assessment forms for providing meaningful feedback. This study contributes a contextual understanding of how assessment burdens emerged as unmet psychological needs for autonomy, relatedness, and competence, with unintended consequences for learner well-being and intrinsic motivation.
  • Editor: United States: The Accreditation Council for Graduate Medical Education
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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