Involving users in the refinement of the competency-based achievement system: An innovative approach to competency-based assessment

Shelley RossUniversity of Alberta, Canada; SHELLEY ROSS, BSc, MA, PhD, is an Assistant Professor and Education Researcher in the Department of Family Medicine at the University of Alberta.Correspondence[email protected]

Cheryl-Anne PothUniversity of Alberta, Canada; CHERYL-ANNE POTH, BSc, MA, PhD, is an Assistant Professor with the Center for Research in Applied Measurement and Evaluation, Department of Educational Psychology, University of Alberta.

Michel G. DonoffUniversity of Alberta, Canada; MICHEL G. DONOFF, MD, CCFP, FCFP, is a Physician and Professor in Family Medicine. He is the Co-director of the Education Support Program, Department of Family Medicine, University of Alberta.

Chiara PapileUniversity of Alberta, Canada; CHIARA PAPILE, BA, MA, is a doctoral student in the Counselling Psychology Program at the University of Alberta.

Paul HumphriesUniversity of Alberta, Canada; PAUL HUMPHRIES, MD, CCFP, FCFP, is a Physician and Professor in Family Medicine. He is the Co-director of the Education Support Program, Department of Family Medicine, University of Alberta.

Samantha StasiukUniversity of Alberta, Canada; SAMANTHA STASIUK, BSc, is a medical student at the University of Alberta.

Rebecca GeorgisUniversity of Alberta, Canada; REBECCA GEORGIS, BSc, MSc, is a doctoral student in the Psychological Studies in Education program in the Department of Educational Psychology, University of Alberta.

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Abstract

Background: Competency-based assessment innovations are being implemented to address concerns about the effectiveness of traditional approaches to medical training and the assessment of competence.

Aim: Integrating intended users’ perspectives during the piloting and refinement process of an innovation is necessary to ensure the innovation meets users’ needs. Failure to do so results in no opportunity for users to influence the innovation, nor for developers to assess why an innovation works or does not work in different contexts.

Methods: A qualitative participatory action research approach was used. Sixteen first-year residents participated in three focus groups and two interviews during piloting. Verbatim transcripts were analyzed individually and then across all transcripts using a constant comparison approach.

Results: The analysis revealed three key characteristics related to the impact on the residents’ acceptance of the innovation as being a worthwhile investment of time and effort: access to frequent, timely, and specific feedback from preceptors. Findings were used to refine the innovation further.

Conclusion: This study highlights the necessary conditions for assessing the success of implementation of educational innovations. Reciprocal communication between users and developers is vital. This reflects the approaches recommended in the Ottawa Consensus Statement on research in assessment published in Medical Teacher in March 2011.

Notes

1. Assessment that contributes to and is a part of learning, rather than simply an evaluation of progress at one point in time.

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Involving users in the refinement of the competency-based achievement system: An innovative approach to competency-based assessment

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