RESIDENT: Using Technology for Psychiatric Resident Assessment, A Bridge to Competency-Based Medical Education (CBME)

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Presenting Author(s): Dr. Ryan Knebel, MD

Co-Author(s): Roger Brown, Dr. Andrea Davila Cervantes (Research Associate)

Date and time: 23 Mar 2019 from 14:30 to 14:50

Location: Bluebell  Floor Map

Objectives

  1. Review current issues with current resident assessment practices, and basics of CBME;
  2. Introduce pilot project: Using Streamlined Performance Assessment in Psychiatric Resident Training To Promote Formative Feedback and Transition to CMBE; and
  3. Discuss initial results of pilot project.

Literature References

  1. Bindal, T., Wall, D., & Goodyear, H. (2011). Trainee doctors’ views on work-place assessments: Are they just a tick box exercise?
    Medical Teacher, 33(11), 919-927
  2. Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92, 81-90.
  3. Downing, S., & Haladyna, T. M. (2009). Validity and its threats. In S. M. Downing & R. Yudhowsky (Eds.), Assessment in the health
    professions (pp. 21-55). New York: Routledge.
  4. Hawkins, R., Welcher, C., Holmboe, E., Kirk, L., Norcini, J., Simons, K., & Skochelak, S. (2015). Implementation of competency-based
    medical education: Are we addressing the concerns and challenges? Medical Education, 49(11), 1086-1102.
  5. Royal College of Physicians and Surgeons of Canada. (2011). CanMEDS: Better standards, better physicians, better care [Web page].
    Retrieved from: http://www.royalcollege.ca/rcsite/canmeds/canmeds-framework-e

Abstract

Using technology to improve information management has untold benefits in psychiatric education. Applications include scheduling and
seminar organization, activity logging, and performance evaluation. Psychiatric performance evaluation is in particular need of
improvement, suffering in validity for summative assessment and quality for formative assessment. Competency-based medical
education (CBME) aims to address these concerns, although technology is needed to bridge the gap towards intensive assessment
practices. After a survey of available platforms, the University of Alberta Residency Program in Psychiatry is conducting a pilot using an
assessment program designed at the U of A Faculty of Medicine. We hope that this use of technology will enhance the frequency and
quality of assessment, ultimately preparing us for the transition to CBME.

 



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