Warren J Cheung1, Nancy L Dudek2, Timothy J Wood3, Jason R Frank1,4. 1. Department of Emergency Medicine, University of Ottawa, Ottawa, Ontario, Canada. 2. Division of Physical Medicine and Rehabilitation, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada. 3. Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada. 4. Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada.
Abstract
CONTEXT: Work-based assessments (WBAs) represent an increasingly important means of reporting expert judgements of trainee competence in clinical practice. However, the quality of WBAs completed by clinical supervisors is of concern. The episodic and fragmented interaction that often occurs between supervisors and trainees has been proposed as a barrier to the completion of high-quality WBAs. OBJECTIVES: The primary purpose of this study was to determine the effect of supervisor-trainee continuity on the quality of assessments documented on daily encounter cards (DECs), a common form of WBA. The relationship between trainee performance and DEC quality was also examined. METHODS: Daily encounter cards representing three differing degrees of supervisor-trainee continuity (low, intermediate, high) were scored by two raters using the Completed Clinical Evaluation Report Rating (CCERR), a previously published nine-item quantitative measure of DEC quality. An analysis of variance (anova) was performed to compare mean CCERR scores among the three groups. Linear regression analysis was conducted to examine the relationship between resident performance and DEC quality. RESULTS: Differences in mean CCERR scores were observed between the three continuity groups (p = 0.02); however, the magnitude of the absolute differences was small (partial eta-squared = 0.03) and not educationally meaningful. Linear regression analysis demonstrated a significant inverse relationship between resident performance and CCERR score (p < 0.001, r2 = 0.18). This inverse relationship was observed in both groups representing on-service residents (p = 0.001, r2 = 0.25; p = 0.04, r2 = 0.19), but not in the Off-service group (p = 0.62, r2 = 0.05). CONCLUSIONS: Supervisor-trainee continuity did not have an educationally meaningful influence on the quality of assessments documented on DECs. However, resident performance was found to affect assessor behaviours in the On-service group, whereas DEC quality remained poor regardless of performance in the Off-service group. The findings suggest that greater attention should be given to determining ways of improving the quality of assessments reported for off-service residents, as well as for those residents demonstrating appropriate clinical competence progression.
CONTEXT: Work-based assessments (WBAs) represent an increasingly important means of reporting expert judgements of trainee competence in clinical practice. However, the quality of WBAs completed by clinical supervisors is of concern. The episodic and fragmented interaction that often occurs between supervisors and trainees has been proposed as a barrier to the completion of high-quality WBAs. OBJECTIVES: The primary purpose of this study was to determine the effect of supervisor-trainee continuity on the quality of assessments documented on daily encounter cards (DECs), a common form of WBA. The relationship between trainee performance and DEC quality was also examined. METHODS: Daily encounter cards representing three differing degrees of supervisor-trainee continuity (low, intermediate, high) were scored by two raters using the Completed Clinical Evaluation Report Rating (CCERR), a previously published nine-item quantitative measure of DEC quality. An analysis of variance (anova) was performed to compare mean CCERR scores among the three groups. Linear regression analysis was conducted to examine the relationship between resident performance and DEC quality. RESULTS: Differences in mean CCERR scores were observed between the three continuity groups (p = 0.02); however, the magnitude of the absolute differences was small (partial eta-squared = 0.03) and not educationally meaningful. Linear regression analysis demonstrated a significant inverse relationship between resident performance and CCERR score (p < 0.001, r2 = 0.18). This inverse relationship was observed in both groups representing on-service residents (p = 0.001, r2 = 0.25; p = 0.04, r2 = 0.19), but not in the Off-service group (p = 0.62, r2 = 0.05). CONCLUSIONS: Supervisor-trainee continuity did not have an educationally meaningful influence on the quality of assessments documented on DECs. However, resident performance was found to affect assessor behaviours in the On-service group, whereas DEC quality remained poor regardless of performance in the Off-service group. The findings suggest that greater attention should be given to determining ways of improving the quality of assessments reported for off-service residents, as well as for those residents demonstrating appropriate clinical competence progression.
Authors: Ingrid Philibert; John H Beernink; Barbara H Bush; Donna A Caniano; Andrea Chow; John J Coyle; Joseph Gilhooly; Donald E Kraybill; David Larson; Sarah Moran; Mary Catherine Nace; William W Robertson; Judith D Rubin; Theodore Sanford Journal: J Grad Med Educ Date: 2017-12