Assessment-Seeking Strategies: Navigating the Decision to Initiate Workplace-Based Assessment

References

• Frank JR, Snell LS, Cate OT, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638–645. doi:10.3109/0142159X.2010.501190.
   PubMed Web of Science ®Google Scholar
• Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. The role of assessment in competency-based medical education. Med Teach. 2010;32(8):676–682. doi:10.3109/0142159X.2010.500704.
   PubMed Web of Science ®Google Scholar
• Prentice S, Benson J, Kirkpatrick E, Schuwirth L. Workplace-based assessments in postgraduate medical education: a hermeneutic review. Med Educ. 2020;54(11):981–992. doi:10.1111/medu.14221.
   PubMed Web of Science ®Google Scholar
• Vleuten C, Schuwirth LWT, Driessen EW, et al. A model for programmatic assessment fit for purpose. Med Teach. 2012;34(3):205–214. doi:10.3109/0142159X.2012.652239.
   PubMed Web of Science ®Google Scholar
• Martin L, Blissett S, Johnston B, et al. How workplace-based assessments guide learning in postgraduate education: a scoping review. Med Educ. 2023;57(5):394–405. doi:10.1111/medu.14960.
   PubMed Web of Science ®Google Scholar
• Bok HG, Teunissen PW, Favier RP, et al. Programmatic assessment of competency-based workplace learning: when theory meets practice. BMC Med Educ. 2013;13(1):123. doi:10.1186/1472-6920-13-123.
   PubMed Web of Science ®Google Scholar
• Gaunt A, Patel A, Rusius V, Royle TJ, Markham DH, Pawlikowska T. ‘Playing the game’: how do surgical trainees seek feedback using workplace-based assessment? Med Educ. [Internet]. 2017;51(9):953–962. doi:10.1111/medu.13380.
   PubMed Web of Science ®Google Scholar
• Day LB, Miles A, Ginsburg S, Melvin L. Resident perceptions of assessment and feedback in competency-based medical education. Acad Med. 2020;95(11):1712–1717. doi:10.1097/ACM.0000000000003315.
   PubMed Web of Science ®Google Scholar
• Martin L, Sibbald M, Vegas DB, Russell D, Govaerts M. The impact of entrustment assessments on feedback and learning: Trainee perspectives. Med Educ. 2020;54(4):328–336. doi:10.1111/medu.14047.
   PubMed Web of Science ®Google Scholar
• Watling CJ, Ginsburg S. Assessment, feedback and the alchemy of learning. Med Educ. 2019;53(1):76–85. doi:10.1111/medu.13645.
   PubMed Web of Science ®Google Scholar
• Heeneman S, Pool AO, Schuwirth LWT, Cpm van der V, Driessen EW. The impact of programmatic assessment on student learning: theory versus practice. Med Educ. 2015;49(5):487–498. doi:10.1111/medu.12645.
   PubMed Web of Science ®Google Scholar
• Castanelli DJ, Weller JM, Molloy E, Bearman M. Trust, power and learning in workplace-based assessment: the trainee perspective. Med Educ. 2022;56(3):280–291. doi:10.1111/medu.14631.
   PubMed Web of Science ®Google Scholar
• Roberts TE. Assessment est mort, vive assessment. Med Teach. 2013;35(7):535–536. doi:10.3109/0142159X.2013.798404.
   PubMed Web of Science ®Google Scholar
• Massie J, Ali JM. Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings. Adv Health Sci Educ Theory Pract. 2016;21(2):455–473. doi:10.1007/s10459-015-9614-0.
   PubMed Web of Science ®Google Scholar
• Jonge L, Timmerman AA, Govaerts MJB, et al. Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour. Adv Health Sci Educ Theory Pract. 2017;22(5):1213–1243. doi:10.1007/s10459-017-9760-7.
   PubMed Web of Science ®Google Scholar
• Pack R, Lingard L, Watling C, Cristancho S. Beyond summative decision making: Illuminating the broader roles of competence committees. Med Educ. 2020;54(6):517–527. doi:10.1111/medu.14072.
   PubMed Web of Science ®Google Scholar
• Pack R, Lingard L, Watling CJ, Chahine S, Cristancho SM. Some assembly required: tracing the interpretative work of Clinical Competency Committees. Med Educ. 2019;53(7):723–734. doi:10.1111/medu.13884.
   PubMed Web of Science ®Google Scholar
• Teunissen PW, Stapel DA, Vleuten C d, Scherpbier A, Boor K, Scheele F. Who wants feedback? An investigation of the variables influencing residents’ feedback-seeking behavior in relation to night shifts. Acad Med. 2009;84(7):910–917. doi:10.1097/ACM.0b013e3181a858ad.
   PubMed Web of Science ®Google Scholar
• Gaunt A, Patel A, Royle J, et al. What do surgeons and trainees think of WBAs and how do they use them? Bulletin. 2016;98(9):408–414. doi:10.1308/rcsbull.2016.408.
   Google Scholar
• Gaunt A, Patel A, Fallis S, et al. Surgical trainee feedback-seeking behavior in the context of workplace-based assessment in clinical settings. Acad Med. 2017;92(6):827–834. doi:10.1097/ACM.0000000000001523.
   PubMed Web of Science ®Google Scholar
• Gaunt A, Markham DH, Pawlikowska TRB. Exploring the role of self-motives in postgraduate trainees’ feedback-seeking behavior in the clinical workplace. Acad Med. 2018;93(10):1576–1583. doi:10.1097/ACM.0000000000002348.
   PubMed Web of Science ®Google Scholar
• Watling CJ, Lingard L. Grounded theory in medical education research: AMEE Guide No. 70. Med Teach. 2012;34(10):850–861. doi:10.3109/0142159X.2012.704439.
   PubMed Web of Science ®Google Scholar
• Sbaraini A, Carter SM, Evans RW, Blinkhorn A. How to do a grounded theory study: a worked example of a study of dental practices. BMC Med Res Methodol. 2011;11(1):128. doi:10.1186/1471-2288-11-128.
   PubMedGoogle Scholar
• Charmaz K, Belgrave LL. The SAGE Handbook of Interview Research: The Complexity of the Craft. 2012:347–366.
   Google Scholar
• Morse JM. The significance of saturation. Qual Health Res. 1995;5(2):147–149. doi:10.1177/104973239500500201.
   Web of Science ®Google Scholar
• Kolb S. Grounded theory and the constant comparative method: valid research strategies for educators. J Emerg Trends Educ Res Policy Stud. 2012;1(3):83–86.
   Google Scholar
• Nowell LS, Norris JM, White DE, Moules NJ. Thematic analysis: striving to meet the trustworthiness criteria. Int J Qual Meth. 2017;16(1):1–13.
   Web of Science ®Google Scholar
• Kennedy TJT, Lingard LA. Making sense of grounded theory in medical education. Med Educ. 2006;40(2):101–108. doi:10.1111/j.1365-2929.2005.02378.x.
   PubMed Web of Science ®Google Scholar
• Cofie N, Braund H, Dalgarno N. Eight ways to get a grip on intercoder reliability using qualitative-based measures. Can Medical Educ J. 2022;13(2):73–76.
   PubMedGoogle Scholar
• Scott IM. Beyond ‘driving’: The relationship between assessment, performance and learning. Med Educ. 2020;54(1):54–59. doi:10.1111/medu.13935.
   PubMed Web of Science ®Google Scholar
• Bose MM, Gijselaers WH. Why supervisors should promote feedback-seeking behaviour in medical residency. Med Teach. 2013;35(11):e1573–83–e1583. doi:10.3109/0142159X.2013.803059.
   PubMed Web of Science ®Google Scholar
• Baartman L, Baukema H, Prins F. Exploring students’ feedback seeking behavior in the context of programmatic assessment. Assess Eval High Edu. 2022; ahead-of-print(ahead-of-print):1–15. doi:10.1080/02602938.2022.2100875.
   Web of Science ®Google Scholar
• Crossley J, Jolly B. Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people. Med Educ. 2012;46(1):28–37. doi:10.1111/j.1365-2923.2011.04166.x.
   PubMed Web of Science ®Google Scholar
• Dweck CS, Walton GM, Cohen GL. Academic tenacity: mindsets and skills that promote long-term learning. Paper presented at: Bill & Melinda Gates Foundation; 2014; Seattle, Washington.
   Google Scholar
• Zimmerman BJ. Becoming a self-regulated learner: an overview. Theor Pract. 2002;41(2):64–70. doi:10.1207/s15430421tip4102_2.
   Web of Science ®Google Scholar
• Lockyer J, Carraccio C, Chan MK, et al. Core principles of assessment in competency-based medical education. Med Teach. 2017;39(6):609–616. doi:10.1080/0142159X.2017.1315082.
   PubMed Web of Science ®Google Scholar