The reliability and validity of a matrix to assess the completed reflective personal development plans of general practitioners (original) (raw)
Related papers
2004
Background There is a growing tendency to develop more complex interventions for continuing professional development (CPD) of physicians in order to enhance effectiveness. Besides their effectiveness, it is interventions' feasibility and the appreciation of stakeholders that are increasingly regarded as key features for their implementation in daily educational routines. Objective To study the feasibility and appreciation of a tailored approach to CPD in which general practitioners (GPs) work in small groups to improve demonstrated deficiencies. Design Cohort study. Setting General practices in The Netherlands. Participants Forty-three volunteering GP participants. Main outcome measures The ability of GPs and supporting staff to perform the intervention; costs per hour; participants' appreciation of (aspects of) the educational intervention. Results GPs accept and are able to perform a CPD intervention that starts with a needs assessment and that subsequently supports the individual selfdirected learning process. GPs need on average 22.3 hours for the assessments, small-group meetings and work in their practices. Costs are e117.56 per hour. The mean appreciation is 6.8 on a 10point scale. Appreciation of and participation in the intervention are dependent on the topic studied. Conclusions The approach towards CPD is feasible and acceptable. It requires a context in which sufficient resources are available with respect to budget, educational materials and skilled support staff. Furthermore, GPs must be really interested in the topic studied and probably also in the specific approach.
Reflection, self-assessment and continuous professional development: an opinion paper
The South African Radiographer, 2019
The Health Professions Council of South Africa (HPCSA) introduced the continuing professional development (CPD) system for all practitioners in 2007. The HPCSA did however identify shortcomings to the current CPD system and has proposed a maintenance of licensure (MOL) model. This article unpacks what the MOL entails in terms of clinical competence, reflection, reflective practice, and self-assessment. The MOL proposal intends to verify that each HPCSA registered practitioner maintains and improves professional knowledge, skills and performance for improved patient outcomes and health systems. Evaluation of competencies and performance through self-assessment would be required. A reflective practitioner is actively involved in their own personal development, and uses ongoing reflection-in-action and identifies development needs through self-assessment. Reference is made to other studies to analyse the implementation of reflective practice, reflection and self-assessment linked to CP...
The use of portfolios for assessment of the competence and performance of doctors in practice
Medical Education, 2002
Background The use of portfolios can potentially provide flexibility in the summative assessment of doctors in practice. An assessment system should reflect and reinforce the active and planned professional development goals of individual doctors. This paper discusses some of the issues involved in developing such a system. Results To provide a complete picture of an individual doctor's practice, we suggest that a portfolio should encompass: (1) evidence covering all three domains of patient care, personal development and context management; (2) evidence that the person continuously undertakes critical assessment of their own performance, identifies and prioritises areas requiring enhanced performance and takes action to improve them as appropriate; (3) evidence that has been generated by assessments that are acceptably reliable, and (4) evidence which, taken in its entirety, is sufficient, valid, current and authentic. We include a suggested outline of the components of such a portfolio and suggest some criteria to determine the effectiveness of learning cycles. Portfolio reliability and validity requires sufficient evidence on which to base a judgement combined with reliable processes. Conclusion Carefully specified portfolios can contribute to a system that ensures all doctors take an active part in identifying and meeting their own learning needs. Such a system, if properly implemented, would have a greatly beneficial impact on continuous quality improvement for the profession in general.
Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2009
This study explored participants' views of an approach based on an appraisal model within formal trainer courses as a means of focusing trainers' continuing professional development as educators -- the mutually agreed statement of learning (MASL). It used a qualitative approach of retrospective semi-structured interviews. We have previously shown that this approach was successful, acceptable, and well received by the majority of trainers. The use of peer-led MASLs (i.e. Co-MASL) in personal development planning was universally more popular than facilitator-led sessions. This approach resulted in a more formative approach that opened up mutual conversations that also promoted and enhanced reflective learning. The role of the group facilitator was valued in helping to structure the sessions. The wider use of peers and mentors to help deaneries with educational planning is recommended.
Written reflection in assessment and appraisal: GP and GP trainee views
Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2017
In the UK, evidence of written reflection is part of licensing and revalidation for general practitioners (GPs). However, there is little evidence of specific benefits compared to other forms of reflective practice. To seek GPs' and general practice (GP) trainees' views on the role of written reflection in learning and assessment. An online survey of 1005 GPs and GP trainees (GPTs) in the UK. An anonymous questionnaire containing 38 attitudinal items was administered. Descriptive statistics were used to analyse Likert scale responses, thematic analysis for free-text responses. In total 544 GPs and 461 GPTs completed the survey, with 842 (83.8%) agreeing they find verbal reflection with a colleague more useful than written reflection. Three quarters disagreed that written reflection is a way of identifying poorly performing GPs. Over 70% of respondents stated that summative, written reflection is a time-consuming, box-ticking exercise which distracts from other learning. They...
In-training assessment in postgraduate training for general practice
Medical Education, 1998
Assessment within general practice training curricula is necessary to both guide learning and to make certi®cation decisions about competence to practise without supervision in the community, but there is a risk that the two roles could become confused. This paper proposes a conceptual framework that explains the relationship between formative assessment, in-training assessment and end-point assessment, as adopted by the Royal Australian College of General Practitioners Training Programme. The literature is reviewed to suggest assessment formats that could provide a means of making decisions about progress through training without harming the important role of providing feedback to guide learners.
‘Effectiveness of Continuing Professional Development’ project: A summary of findings
Medical …, 2010
This article reports on a study examining continuing professional development (CPD) for consultant doctors. The aim of the study was to identify what promotes or inhibits the effectiveness of CPD and met the following objectives: comparing and contrasting the experiences of CPD across the range of specialties; identifying and describing the range of different models of CPD employed across the different specialties and clinical contexts; considering the educational potential of reflective practice in CPD and its impact on professional practice and exploring how different professionals judge the effectiveness of current CPD practices. Using a mixture of qualitative (interviews, letters, observation) and quantitative (online questionnaire) methods, the views of CPD providers and users were surveyed. Findings suggested that the effectiveness of CPD, as inferred from the comments made by interviewees and questionnaire respondents, relates to the impact on knowledge, skills, values, attit...
Self-assessment in medical practice
Journal of the Royal Society of Medicine, 2002
Although assessment of performance will be central to revalidation, to clinical governance and to maintenance of quality in the National Health Service, formal appraisal by a third party will be no more than an annual event for most medical staff. To be fully effective doctors should assess their own clinical performance more frequently, but many lack training in how to do this. Self-assessment is also a valuable exercise in its own right. Benefits include increased morale and motivation as well as improvements in knowledge, communication and performance. This paper sets out the case for devoting more time to the teaching of self-assessment skills.
Content validity of a trainer's report: summative assessment in general practice
Medical Education, 1997
A structured trainer's report for use in summative assessment in general practice has been designed, and it is important that the content validity of this report is tested before it is widely adopted. The aim of this paper was to assess the content validity of a proposed report from the perspective of doctors who have recently completed vocational training. A postal questionnaire survey was sent out seeking the views of 220 doctors who had completed vocational training in 1994 as to whether or not the proposed contents were items that are needed in general practice, and whether or not the items were suitable for assessment by means of a trainer's report. The response rate was 73.3%. More than 85% of respondents agreed that the 31 items proposed for inclusion in the trainer's report were needed in general practice. While the proportions agreeing that the items were suitable for assessment by a trainer's report were considerably lower, for 26 items significantly more agreed that they were suitable than disagreed. Analysis of the freetext comments made by respondents illustrated their concerns. The results provide support for the content validity of this proposed trainer's report; however it is important that the concerns expressed are addressed.
British Educational Research Journal, 2008
Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usefulness of a hierarchical model for the evaluation of CPD for teachers. The data were derived from a sample of 223 CPD coordinators and 416 teachers from a randomly selected sample of 1000 schools in England. Questionnaire data were analysed using Rasch modelling. The results suggest a reasonable fit with the model, with participant satisfaction being the most commonly evaluated outcome while participants' use of new skills and student outcomes were the least likely to be evaluated, together with value for money according to teachers only. The implications for teachers' CPD are discussed.