Educational impact of in-training assessment (ITA) in postgraduate medical education: a qualitative study of an ITA programme in actual practice

• Published in: Medical education Vol. 38; no. 7; pp. 767 - 777
• Main Authors: Ringsted, C, Henriksen, A H, Skaarup, A M, Van der Vleuten, C P M
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Science Ltd 01.07.2004; Blackwell; Wiley Subscription Services, Inc
• Subjects: Anesthesiology - education; Attitude of Health Personnel; Clinical Competence - standards; Curriculum; Curriculum subjects: programmes and methods; Denmark; education; Education, Medical, Graduate - methods; educational measurement; Educational Measurement - standards; Educational sciences; Evaluation Studies as Topic; Humans; Inservice Training - standards; medical; Medical and paramedical education; Program Evaluation; students; Teaching methods; undergraduate/methods; Denmark; Medicine; Evaluation; Curriculum; Graduate; Programme attitude; Evaluation Criterion
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1111/j.1365-2929.2004.01841.x

Objectives  To investigate the experiences and opinions of programme directors, clinical supervisors and trainees on an in‐training assessment (ITA) programme on a broad spectrum of competence for first year training in anaesthesiology. How does the programme work in practice and what are the benefits and barriers? What are the users' experiences and thoughts about its effect on training, teaching and learning? What are their attitudes towards this concept of assessment? Methods  Semistructured interviews were conducted with programme directors, supervisors and trainees from 3 departments. Interviews were audiotaped and transcribed. The content of the interviews was analysed in a consensus process among the authors. Results  The programme was of benefit in making goals and objectives clear, in structuring training, teaching and learning, and in monitoring progress and managing problem trainees. There was a generally positive attitude towards assessment. Trainees especially appreciated the coupling of theory with practice and, in general, the programme inspired an academic dialogue. Issues of uncertainty regarding standards of performance and conflict with service declined over time and experience with the programme, and departments tended to resolve practical problems through structured planning. Discussion  Three interrelated factors appeared to influence the perceived value of assessment in postgraduate education: (1) the link between patient safety and individual practice when assessment is used as a licence to practise without supervision rather than as an end‐of‐training examination; (2) its benefits to educators and learners as an educational process rather than as merely a method of documenting competence, and (3) the attitude and rigour of assessment practice.