Advancing Workplace-Based Assessment in Psychiatric Education : Key Design and Implementation Issues - 25/05/21

Doi : 10.1016/j.psc.2021.03.005

John Q. Young, MD, MPP, PhD ^a,^⁎ , Jason R. Frank, MD, MA(Ed), FRCPC ^b, Eric S. Holmboe, MD ^c
^a Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell and, Zucker Hillside Hospital at Northwell Health, 75-59 263rd Street, Kaufman Building, Glen Oaks, NY 11004, USA
^b Department of Emergency Medicine, University of Ottawa, Royal College of Physicians and Surgeons of Canada, 774 Echo Drive, Ottawa, Ontario K15 5NB, Canada
^c Accreditation Council for Graduate Medical Education, ACGME, 401 North Michigan Avenue, Chicago, IL 60611, USA

^∗Corresponding author.

Résumé

With the adoption of competency-based medical education, assessment has shifted from traditional classroom domains of knows and knows how to the workplace domain of doing. This workplace-based assessment has 2 purposes; assessment of learning (summative feedback) and the assessment for learning (formative feedback). What the trainee does becomes the basis for identifying growth edges and determining readiness for advancement and ultimately independent practice. High-quality workplace-based assessment programs require thoughtful choices about the framework of assessment, the tools themselves, the platforms used, and the contexts in which the assessments take place, with an emphasis on direct observation.

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Keywords : Workplace-based assessment, Competency-based assessment, Medical education, Psychiatry, Feedback, Validity, Entrustable professional activities, Programmatic assessment