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. 2021 Jan 19:10:16.
doi: 10.15694/mep.2021.000016.1. eCollection 2021.

CanMEDS Competencies in Family Medicine Residents: Can Criterion-Based Assessment Improve the Quality of Teacher Feedback?

Caroline Simard  1 , Luc Côté  1 , Laurie de Bruyn  1 , Miriam Lacasse  1
Affiliations

CanMEDS Competencies in Family Medicine Residents: Can Criterion-Based Assessment Improve the Quality of Teacher Feedback?

Caroline Simard et al. MedEdPublish (2016). .

Abstract

This article was migrated. The article was marked as recommended. Background: The Université Laval family medicine program has developed an innovative computerized tool called the criterion-based Competency Assessment Tool (CAT), currently undergoing validity assessment. Methods: This study followed a qualitative design assessing written comments collected in the assessment reports from the cohorts before and after the implementation of the CAT (n pre = 200, n post = 200) in order to ascertain the tool's consequence validity. A deductive thematic content analysis was performed and pre- and post-implementation cohorts were compared. Findings: Overall feedback quality does not appear to have changed between cohorts. When analyzing CanMEDS roles separately, each is covered more often, but related comments appear to be less specific. The new report also seems to enable the teacher to tell more with the same number of words. Conclusions: Perhaps since the items are complete, exhaustive, and detailed enough to be self-explanatory, the tool helps the teacher to cover a wider area of competencies without the need to add many details with narrative comments. Consequence validity does not seem to have been substantially affected by changes in the family medicine resident's competency assessment, but the results do not support the contention that comment quality has improved either.

Keywords: Computed-based feedback; criterion-based assessment; family medicine residency.; feedback.

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Figures

Figure 1.
Figure 1.. Number of reports containing comments about each CanMEDS role.
Figure 2a.
Figure 2a.. Feedback quality for pre (2013-2015) and post (2016-2018) CAT implementation
Figure 2b.
Figure 2b.. Feedback quality for pre (2013-2015) and post (2016-2018) CAT implementation, per residency level
Figure 2c.
Figure 2c.. Comparison of comments quality across cohorts, per CanMEDs role
Figure 3.
Figure 3.. Mean feedback quality scores per program, for each cohort.
See this image and copyright information in PMC

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