Evaluation of an innovative learner-centred assessment program for family medicine residency training

Background/Purpose The Calgary Family Medicine Residency Program introduced its new “Triple-C” competency-based curriculum in 2012 and concomitantly developed and implemented an innovative competency-based assessment program based on current best-practice recommendations. This new assessment program utilizes multiple assessment data including field notes, progress reviews, self-assessments and Entrustable Professional Activities (EPA's). This 2-phase project studies the impact of the implementing this new assessment program at both Resident and Preceptor levels (Phase I) and also the evidence for the reliability, validity and feasibility of the assessment methods chosen (Phase 2). Methods In Phase I of this study, a total of 10 Residents and 16 Preceptors were interviewed to explore their experiences of the new assessment program. Study participants were selected using a purposeful sampling method and interviews completed using a semi-structured interview guide. Interviews were recorded and subsequently transcribed verbatim for thematic analysis. Data from the Phase 1 interviews was used to generate the Phase 2 program-wide survey instrument for use by all Preceptors and Residents. Results Qualitative data from the Phase 1 thematic analysis will be presented. Results include i) implementation issues –barriers and facilitators, ii) Resident and Preceptor perceptions around educational benefits of the new assessment program and its value in promoting learning. Preliminary quantitative data from Phase 2 will also be presented. Conclusions The results this study will help our understanding of how a multi-method, workplaced based assessment program impacts learners and preceptors, and to what extent both learners and teachers accept the legitimacy of these processes.