.... This is troublesome, as programs will differ in the timing of the transition, number of required EPAs, and available support, among other things. Additionally, faculty buy-in is integral to successful implementation of CBME, as faculty assess EPAs, participate in competence committees, and coach residents...

... characteristics of faculty comments were examined by exporting the data from the database server. The end user satisfaction was examined using a survey instrument. Results Eighty-seven percent of assessments (117 of 134) initiated were fully completed by residents and faculty. Faculty narrative comments were...

...-based assessments to track trainee progression over time. Critically, the quality of narrative feedback is imperative for trainees to accumulate a body of evidence of their progress. Suboptimal narrative feedback will challenge accurate decision-making, such as promotion to the next stage of training...

... wanted to visit the program’s facilities, meet program leadership in a group format (no one-on-one meetings with program faculty allowed), meet with residents (group and individually permitted), and tour the program’s town. Specifically, participating programs each agreed to (1) secure the support...

...). The quality of narrative feedback was higher when the resident was not entrusted (2.35±1.66 vs 2.13±1.45, P <.05), when they were assessed in an acute care (2.15±1.53) or procedural setting (2.23±1.43), and if they were being assessed on clinical management (2.52±1.70) and discharge planning decisions...

... of the EPA assessment system can only be as strong as the weakest link in the chain. CBME as a whole aims to be learner-centered, yet the current literature focuses largely on faculty perspectives and implementation challenges. 11 - 17 The few studies that have examined trainee perspectives were...

...Sara Courtis, MD; Christen Rachul, PhD; Sarah Fotti, MD; Wil Fleisher, MD ABSTRACT Background Learners benefit more from narrative feedback than numerical scores on formative assessments, yet they often report that feedback is lacking in quality and quantity. Changes to the formatting of assessment...

... the quality of EPA feedback completed by faculty and senior residents. Methods Using retrospective descriptive analysis, we assessed the quality of feedback from all EPAs for 34 first-year internal medicine residents from July 2019 to May 2020 at Western University in London, Ontario, Canada. We assessed...

... data. Other satisfaction measures examined the onboarding experience, clinical faculty/preceptors, clinical learning environment, physical environment, working environment, and respect at work. If respondents indicated dissatisfied/very dissatisfied, they were prompted to specify the cause...

... be delegated to administrative or support staff. The purpose of this project was to address the need for an evidence-based tool that can be used accurately by either clinical educators or support staff to evaluate the quality of feedback captured on any type of assessment form, regardless of structure. We...

... for box completion in half of those forms. Prompts to aid faculty in writing narrative feedback were absent in 33% of forms and did not address elements deemed important for promotion of self-regulation and competency-based assessment. The authors would like to thank all programs for making...

... by direct observation tools, it is important to determine the quality of the narrative feedback. 21 During the pre-clinic case conference, faculty decided which trainees to observe. After the patient encounter, faculty completed the paper P-SCO (checklist and narrative comments), provided verbal...

...Amanda R. Emke, MD, MHPE; Yoon Soo Park, PhD; Sushant Srinivasan, MD; Ara Tekian, PhD, MHPE ABSTRACT Background Workplace-based assessment (WBA) is critical to graduating competent physicians. Developing assessment tools that combine the needs of faculty, trainees, and governing bodies...

... performance during the shift. We encouraged this through faculty development on how to provide feedback. We asked faculty to complete monthly assessments that include numeric scoring and narrative feedback on (1) strengths; (2) areas of development; and (3) a targeted focus area such as documentation quality...

... assessment where the purpose is to provide residents with progress data and feedback. In this instance, feasibility (ease of administration), acceptability (for residents and faculty), education effect (facilitates feedback), and catalytic effect (provides results that enhance education) would all...

... types of evaluators (self, learner, or faculty); and different ways of conducting the assessment (questionnaires, observation, and narrative feedback). 1 – 4 , 12 – 14 Written feedback may be more valuable than narrative feedback for improving resident performance and increasing resident satisfaction...

... feedback for growth, a more informal MSF approach may yield added rich information without a heavy burden of obligations on clinical staff. If the MSF goal is primarily enhancing trainees' self-awareness of their own performance to enable improvement, the emphasis can be placed on the kind...