Do Resident Archetypes Influence the Functioning of Programs of Assessment?
While most case studies consider how programs of assessment may influence residents’ achievement, we engaged in a qualitative, multiple case study to model how resident engagement and performance can reciprocally influence the program of assessment. We conducted virtual focus groups with program lea...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-04-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/5/293 |
| _version_ | 1797500408149573632 |
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| author | Jessica V. Rich Warren J. Cheung Lara Cooke Anna Oswald Stephen Gauthier Andrew K. Hall |
| author_facet | Jessica V. Rich Warren J. Cheung Lara Cooke Anna Oswald Stephen Gauthier Andrew K. Hall |
| author_sort | Jessica V. Rich |
| collection | DOAJ |
| description | While most case studies consider how programs of assessment may influence residents’ achievement, we engaged in a qualitative, multiple case study to model how resident engagement and performance can reciprocally influence the program of assessment. We conducted virtual focus groups with program leaders from four residency training programs from different disciplines (internal medicine, emergency medicine, neurology, and rheumatology) and institutions. We facilitated discussion with live screen-sharing to (1) improve upon a previously-derived model of programmatic assessment and (2) explore how different resident archetypes (sample profiles) may influence their program of assessment. Participants agreed that differences in resident engagement and performance can influence their programs of assessment in some (mal)adaptive ways. For residents who are disengaged and weakly performing (of which there are a few), significantly more time is spent to make sense of problematic evidence, arrive at a decision, and generate recommendations. Whereas for residents who are engaged and performing strongly (the vast majority), significantly less effort is thought to be spent on discussion and formalized recommendations. These findings motivate us to fulfill the potential of programmatic assessment by more intentionally and strategically challenging those who are engaged and strongly performing, and by anticipating ways that weakly performing residents may strain existing processes. |
| first_indexed | 2024-03-10T03:01:14Z |
| format | Article |
| id | doaj.art-f41fe30fb5694b05a265a1c10c1f3873 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T03:01:14Z |
| publishDate | 2022-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-f41fe30fb5694b05a265a1c10c1f38732023-11-23T10:45:02ZengMDPI AGEducation Sciences2227-71022022-04-0112529310.3390/educsci12050293Do Resident Archetypes Influence the Functioning of Programs of Assessment?Jessica V. Rich0Warren J. Cheung1Lara Cooke2Anna Oswald3Stephen Gauthier4Andrew K. Hall5Faculty of Education, Queen’s University, Kingston, ON K7L 3N6, CanadaDepartment of Emergency Medicine, University of Ottawa, Ottawa, ON K1N 6N5, CanadaDepartment of Clinical Neurosciences, University of Calgary, Calgary, AB T2N 1N4, CanadaRoyal College of Physicians and Surgeons of Canada, Ottawa, ON K1S 5N8, CanadaDepartment of Medicine, Queen’s University, Kingston, ON K7L 3N6, CanadaDepartment of Emergency Medicine, University of Ottawa, Ottawa, ON K1N 6N5, CanadaWhile most case studies consider how programs of assessment may influence residents’ achievement, we engaged in a qualitative, multiple case study to model how resident engagement and performance can reciprocally influence the program of assessment. We conducted virtual focus groups with program leaders from four residency training programs from different disciplines (internal medicine, emergency medicine, neurology, and rheumatology) and institutions. We facilitated discussion with live screen-sharing to (1) improve upon a previously-derived model of programmatic assessment and (2) explore how different resident archetypes (sample profiles) may influence their program of assessment. Participants agreed that differences in resident engagement and performance can influence their programs of assessment in some (mal)adaptive ways. For residents who are disengaged and weakly performing (of which there are a few), significantly more time is spent to make sense of problematic evidence, arrive at a decision, and generate recommendations. Whereas for residents who are engaged and performing strongly (the vast majority), significantly less effort is thought to be spent on discussion and formalized recommendations. These findings motivate us to fulfill the potential of programmatic assessment by more intentionally and strategically challenging those who are engaged and strongly performing, and by anticipating ways that weakly performing residents may strain existing processes.https://www.mdpi.com/2227-7102/12/5/293programmatic assessmentassessment programscompetence assessmentgraduate medical educationqualitativecase study |
| spellingShingle | Jessica V. Rich Warren J. Cheung Lara Cooke Anna Oswald Stephen Gauthier Andrew K. Hall Do Resident Archetypes Influence the Functioning of Programs of Assessment? Education Sciences programmatic assessment assessment programs competence assessment graduate medical education qualitative case study |
| title | Do Resident Archetypes Influence the Functioning of Programs of Assessment? |
| title_full | Do Resident Archetypes Influence the Functioning of Programs of Assessment? |
| title_fullStr | Do Resident Archetypes Influence the Functioning of Programs of Assessment? |
| title_full_unstemmed | Do Resident Archetypes Influence the Functioning of Programs of Assessment? |
| title_short | Do Resident Archetypes Influence the Functioning of Programs of Assessment? |
| title_sort | do resident archetypes influence the functioning of programs of assessment |
| topic | programmatic assessment assessment programs competence assessment graduate medical education qualitative case study |
| url | https://www.mdpi.com/2227-7102/12/5/293 |
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