Event Title
Engaged at the Extremes: Residents' Perspectives on Clinical Teaching Assessment
Start Date
5-10-2011 10:45 AM
End Date
5-10-2011 11:45 AM
Abstract
Background
Although academic centres rely on assessments from postgraduate trainees for data regarding the effectiveness of their faculty as teachers, we know little about how residents conceptualize their role within the clinical teaching assessment (CTA) process.
Methods
Using a constructivist grounded theory approach, five focus group interviews were conducted with 19 residents from an internal medicine residency program. Constant comparative analysis of emergent themes was conducted.
Results
Residents reported that they struggled throughout the academic year to meet their CTA obligations and several shortcutting strategies were described to reduce their burden. Rather than conceptualize their assessments as being a conduit for both formative and summative feedback, residents perceived CTAs as being useful for the surveillance of clinical supervisors who were perceived to be at the extremes of the teaching spectrum. Residents indicated that they devoted the most effort, including the crafting of written comments, towards the CTAs of these faculty ‘outliers.’ Trainees desired greater transparency in the CTA process and were skeptical regarding the anonymity and perceived validity of their faculty appraisals.
Conclusions
Multiple individual and system‐based factors conspire to influence postgraduate medical trainees’ motivation for generating high‐quality appraisals of clinical teaching.
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Engaged at the Extremes: Residents' Perspectives on Clinical Teaching Assessment
Background
Although academic centres rely on assessments from postgraduate trainees for data regarding the effectiveness of their faculty as teachers, we know little about how residents conceptualize their role within the clinical teaching assessment (CTA) process.
Methods
Using a constructivist grounded theory approach, five focus group interviews were conducted with 19 residents from an internal medicine residency program. Constant comparative analysis of emergent themes was conducted.
Results
Residents reported that they struggled throughout the academic year to meet their CTA obligations and several shortcutting strategies were described to reduce their burden. Rather than conceptualize their assessments as being a conduit for both formative and summative feedback, residents perceived CTAs as being useful for the surveillance of clinical supervisors who were perceived to be at the extremes of the teaching spectrum. Residents indicated that they devoted the most effort, including the crafting of written comments, towards the CTAs of these faculty ‘outliers.’ Trainees desired greater transparency in the CTA process and were skeptical regarding the anonymity and perceived validity of their faculty appraisals.
Conclusions
Multiple individual and system‐based factors conspire to influence postgraduate medical trainees’ motivation for generating high‐quality appraisals of clinical teaching.