Evidence map›Paper›PMID 38343554›Full record

ArticlePerspectives on medical education2024

Design and Implementation of a National Program of Assessment Model - Integrating Entrustable Professional Activity Assessments in Canadian Specialist Postgraduate Medical Education.

Warren J Cheung, Farhan Bhanji, Wade Gofton, Andrew K Hall, Jolanta Karpinski, Denyse Richardson, Jason R Frank, Nancy Dudek

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Perspectives on medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.

0numbers the graph read from it
0cells of the map it votes in
18citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

18 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Warren J CheungDepartment of Emergency Medicine, University of Ottawa, Ottawa, ON, CA.ORCID 0000-0002-2730-8190
Farhan BhanjiDepartment of Pediatrics (Critical Care), Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, CA.ORCID 0000-0002-0125-9546
Wade GoftonRoyal College of Physicians and Surgeons of Canada, Ottawa, ON, CA.ORCID 0000-0003-0438-1659
Andrew K HallDepartment of Emergency Medicine, University of Ottawa, Ottawa, ON, CA.ORCID 0000-0003-1227-5397
Jolanta KarpinskiRoyal College of Physicians and Surgeons of Canada, Ottawa, ON, CA.ORCID 0000-0002-4729-9965
Denyse RichardsonRoyal College of Physicians and Surgeons of Canada, Ottawa, ON, CA.ORCID 0000-0001-6113-158X
Jason R FrankDepartment of Emergency Medicine, Director, Centre for Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, ON, CA.ORCID 0000-0002-6076-0146
Nancy DudekRoyal College of Physicians and Surgeons of Canada, Ottawa, ON, CA.ORCID 0000-0002-6178-406X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Traditional approaches to assessment in health professions education systems, which have generally focused on the summative function of assessment through the development and episodic use of individual high-stakes examinations, may no longer be appropriate in an era of competency based medical education. Contemporary assessment programs should not only ensure collection of high-quality performance data to support robust decision-making on learners' achievement and competence development but also facilitate the provision of meaningful feedback to learners to support reflective practice and performance improvement. Programmatic assessment is a specific approach to designing assessment systems through the intentional selection and combination of a variety of assessment methods and activities embedded within an educational framework to simultaneously optimize the decision-making and learning function of assessment. It is a core component of competency based medical education and is aligned with the goals of promoting assessment for learning and coaching learners to achieve predefined levels of competence. In Canada, postgraduate specialist medical education has undergone a transformative change to a competency based model centred around entrustable professional activities (EPAs). In this paper, we describe and reflect on the large scale, national implementation of a program of assessment model designed to guide learning and ensure that robust data is collected to support defensible decisions about EPA achievement and progress through training. Reflecting on the design and implications of this assessment system may help others who want to incorporate a competency based approach in their own country.

Indexed as

Education, MedicalCanadaCompetency-Based EducationCurriculumHumansProgram Evaluation

Identifiers

PMID38343554
PMCPMC10854461

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.