PDF(Pubmed)
Abstract：
Since the introduction of competency-based frameworks into postgraduate medical curricula, educators have struggled to implement robust assessment tools that document the progression of necessary skills. The global movement towards competency-based medical education demands validated assessment tools. Our objective was to provide validity evidence for the Ottawa CanMEDS Competency Assessment Tool (OCCAT), designed to assess clinical performance in the communicator, professional, and health advocate CanMEDS roles.
We developed the OCCAT, a 29-item questionnaire informed by specialty-specific Entrustable Professional Activities and consultation with stakeholders, including patients. Our sample included nine neonatal-perinatal medicine and maternal fetal medicine fellows rotating through antenatal high-risk clinics at the Ottawa Hospital. Following 70 unique encounters, the OCCAT was completed by patients and learners. Generalizability theory was used to determine overall reliability of scores. Differences in self and patient ratings were assessed using analyses of variance.
Generalizability analysis demonstrated that both questionnaires produced reliable scores (G-coefficient > 0.9). Self-scores were significantly lower than patient scores across all competencies, F(1, 6) = 13.9, p = .007. Variability analysis demonstrated that trainee scores varied across all competencies, suggesting both groups were able to recognize competencies as distinct and discriminate favorable behaviors belonging to each.
Our findings lend support to the movement to integrate self-assessment and patient feedback in formal evaluations for the purpose of enriched learner experiences and improved patient outcomes. We anticipate that the OCCAT will facilitate bridging to competency-based medical education.
We developed the OCCAT, a 29-item questionnaire informed by specialty-specific Entrustable Professional Activities and consultation with stakeholders, including patients. Our sample included nine neonatal-perinatal medicine and maternal fetal medicine fellows rotating through antenatal high-risk clinics at the Ottawa Hospital. Following 70 unique encounters, the OCCAT was completed by patients and learners. Generalizability theory was used to determine overall reliability of scores. Differences in self and patient ratings were assessed using analyses of variance.
Generalizability analysis demonstrated that both questionnaires produced reliable scores (G-coefficient > 0.9). Self-scores were significantly lower than patient scores across all competencies, F(1, 6) = 13.9, p = .007. Variability analysis demonstrated that trainee scores varied across all competencies, suggesting both groups were able to recognize competencies as distinct and discriminate favorable behaviors belonging to each.
Our findings lend support to the movement to integrate self-assessment and patient feedback in formal evaluations for the purpose of enriched learner experiences and improved patient outcomes. We anticipate that the OCCAT will facilitate bridging to competency-based medical education.
摘要：
自从将基于能力的框架引入研究生医学课程以来，教育工作者一直在努力实施强大的评估工具，以记录必要技能的发展。全球基于能力的医学教育需要经过验证的评估工具。我们的目标是为渥太华CanMEDS能力评估工具(OCCAT)提供有效性证据，旨在评估通信器的临床表现，专业,和健康倡导者CanMEDS角色。
我们开发了OCCAT,由特定专业的可委托专业活动和与利益相关者协商提供的29项问卷，包括患者。我们的样本包括9名新生儿围产期医学和母亲胎儿医学研究员，他们在渥太华医院的产前高危诊所中轮换。在经历了70次独特的相遇之后，OCCAT由患者和学习者完成。使用概化性理论来确定分数的总体可靠性。使用方差分析评估自我和患者评级的差异。
概括性分析表明，两份问卷都产生了可靠的分数（G系数>0.9）。在所有能力方面，自我得分均显着低于患者得分，F(1,6)=13.9,p=.007。变异性分析表明，受训者的分数在所有能力上都是不同的，这表明这两个群体都能够将能力识别为属于每个群体的独特和区分的有利行为。
我们的研究结果支持将自我评估和患者反馈整合到正式评估中，以丰富学习者体验和改善患者结果。我们预计，OCCAT将有助于过渡到基于能力的医学教育。
我们开发了OCCAT,由特定专业的可委托专业活动和与利益相关者协商提供的29项问卷，包括患者。我们的样本包括9名新生儿围产期医学和母亲胎儿医学研究员，他们在渥太华医院的产前高危诊所中轮换。在经历了70次独特的相遇之后，OCCAT由患者和学习者完成。使用概化性理论来确定分数的总体可靠性。使用方差分析评估自我和患者评级的差异。
概括性分析表明，两份问卷都产生了可靠的分数（G系数>0.9）。在所有能力方面，自我得分均显着低于患者得分，F(1,6)=13.9,p=.007。变异性分析表明，受训者的分数在所有能力上都是不同的，这表明这两个群体都能够将能力识别为属于每个群体的独特和区分的有利行为。
我们的研究结果支持将自我评估和患者反馈整合到正式评估中，以丰富学习者体验和改善患者结果。我们预计，OCCAT将有助于过渡到基于能力的医学教育。
