Effective feedback for maintenance of competence: from data delivery to trusting dialogues
Canadian Medical Association Journal (Impact Factor: 5.81). 03/2013; 185(6). DOI: 10.1503/cmaj.121772
[Show abstract] [Hide abstract]
ABSTRACT: The Royal College of Physicians and Surgeons of Canada modified its Maintenance of Certification (MOC) framework in 2011 to further incentivize assessment activities compared to group and self-learning. The purpose of this study was to explore physician's perceptions of their access to assessment activities, barriers to participation in assessment, and the need for the Royal College to further support its fellows in gaining access to assessment activities. A questionnaire-based survey was sent to all participants of the MOC program as part of a program evaluation examining recent changes to the MOC program. 5259 respondents contributed responses. Most physicians were comfortable with the revised framework for assessment while approximately 40% were neutral regarding whether lack of access to self-assessment activities was a problem. Respondents expressed a need for more self-assessment programs particularly those developed outside of Canada. Neither a lack of feedback about performance or discomfort with recording performance gaps was perceived as a barrier to participation in assessment activities. Physician comments were consistent with the quantitative data and elaborated on the need to develop and recognize more assessment activities. Physicians accepted the revised MOC program framework but perceived difficulty in accessing assessment programs, activities, and tools. As the framework changed again January 2014, requiring all fellows and MOC program participants to completion of at least 25 credits in each section of the MOC program (including assessment) during their new 5-year MOC cycle, additional resources will be needed to support opportunities for physicians to engage in assessment. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.Journal of Continuing Education in the Health Professions 01/2015; 35(1). DOI:10.1002/chp.21265 · 1.32 Impact Factor
[Show abstract] [Hide abstract]
ABSTRACT: Recently, more is being learned about the linkages among assessment, feedback, and continued learning and professional development. The purpose of this article is to explore these linkages and to understand how assessment and feedback can guide professional development and related practice change. It includes a brief review of conceptual models that guide learning and practice change in general, related to both formally structured continuing professional development (CPD) sessions and to self-directed individual activities, and draws on these to inform learning and change from assessment and feedback. However, evidence and theory show that using assessment and feedback for learning and change are not naturally intuitive activities. We propose a 4-phase facilitated reflective process for enabling engagement with assessment data and feedback and using it for learning and change, and explore the varied personal and contextual factors which are influential and require consideration. We end with practical implications and suggestions.Journal of Continuing Education in the Health Professions 09/2013; 33(S1):S54-S62. DOI:10.1002/chp.21202 · 1.32 Impact Factor
Article: When I say … reliabilityMedical Education 10/2014; 48(10). DOI:10.1111/medu.12511 · 3.62 Impact Factor
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.