Showing papers by "Tanya Horsley published in 2016"
TL;DR: An international group of leaders in the knowledge synthesis field is proposed to help clarify emerging approaches to knowledge synthesis to find a lack of guidance on how to select a knowledge synthesis method.
101 citations
TL;DR: The extent to which WBA can be used to detect and manage underperformance in postgraduate trainees is unclear although evidence to date suggests that multirater assessments (i.e. MSF) may be of more use than single-rater judgments (e.g. mini-clinical evaluation exercise).
Abstract: Introduction: The extent to which workplace-based assessment (WBA) can be used as a facilitator of change among trainee doctors has not been established; this is particularly important in the case of underperforming trainees. The aim of this review is to examine the use of WBA in identifying and remediating performance among this cohort.Methods: Following publication of a review protocol a comprehensive search of eight databases took place to identify relevant articles published prior to November 2015. All screening, data extraction and analysis procedures were performed in duplicate or with quality checks and necessary consensus methods throughout. Given the study-level heterogeneity, a descriptive synthesis approach informed the study analysis.Results: Twenty studies met the inclusion criteria. The use of WBA within the context of remediation is not supported within the existing literature. The identification of underperformance is not supported by the use of stand-alone, single-assessor WBA eve...
38 citations
TL;DR: The state of existing literature for national programmes designed to affirm or establish the continuing competence of physicians is explored and gaps exist for the extent to which systems build on current evidence or theory.
Abstract: Objective To explore and categorise the state of existing literature for national programmes designed to affirm or establish the continuing competence of physicians. Design Scoping review. Data sources MEDLINE, ERIC, Sociological Abstracts, web/grey literature (2000–2014). Selection Included when a record described a (1) national-level physician validation system, (2) recognised as a system for affirming competence and (3) reported relevant data. Data extraction Using bibliographic software, title and abstracts were reviewed using an assessment matrix to ensure duplicate, paired screening. Dyads included both a methodologist and content expert on each assessment, reflective of evidence-informed best practices to decrease errors. Results 45 reports were included. Publication dates ranged from 2002 to 2014 with the majority of publications occurring in the previous six years (n=35). Country of origin—defined as that of the primary author—included the USA (N=32), the UK (N=8), Canada (N=3), Kuwait (N=1) and Australia (N=1). Three broad themes emerged from this heterogeneous data set: contemporary national programmes, contextual factors and terminological consistency. Four national physician validation systems emerged from the data: the American Board of Medical Specialties Maintenance of Certification Program, the Federation of State Medical Boards Maintenance of Licensure Program, the Canadian Revalidation Program and the UK Revalidation Program. Three contextual factors emerged as stimuli for the implementation of national validation systems: medical regulation, quality of care and professional competence. Finally, great variation among the definitions of key terms was identified. Conclusions There is an emerging literature focusing on national physician validation systems. Four major systems have been implemented in recent years and it is anticipated that more will follow. Much of this work is descriptive, and gaps exist for the extent to which systems build on current evidence or theory. Terminology is highly variable across programmes for validating physician competence and fitness for practice.
26 citations
TL;DR: Canadian specialists' views of a redesigned Royal College of Physician and Surgeons of Canada's MOC program are determined in five priority areas: complexity, motivation, impact, credit sufficiency, and enhancement.
Abstract: INTRODUCTION Maintenance of Certification (MOC) programs are facing competing pressures from physicians and regulators to design and deliver systems that ensure physicians sustain or maintain competence postcertification. Adding to these pressures is an emerging discourse of dissatisfaction by physicians participating in MOC programs suggesting physicians themselves are seeking programs that are relevant to their scope of practice. The object was to determine Canadian specialists' views of a redesigned Royal College of Physician and Surgeons of Canada's MOC program in five priority areas: complexity, motivation, impact, credit sufficiency, and enhancement. METHODS A national, cross-specialty, survey of Royal College of Physician and Surgeons of Canada's MOC program users who had participated for at least 1 year. RESULTS Five thousand two hundred fifty nine respondents were included in the analysis. A majority of participates either "agreed" (2258, 43%) or "strongly agreed" (631, 12%) that the new framework was simpler to understand and the redesigned submission templates were simpler to use ("agree" 2297 [43.7%], "strongly agree" 701 [13.3%]). A total of 64.5% had a good understanding of the program purposes; however, some respondents believe the program does not yet deliver intended outcomes. Maintaining Fellowship designation, regulatory requirements, and a desire to remain up-to-date were indicated as the primary motivators for engaging in MOC. The program has had a modest influence on users' approach to lifelong learning ("neither agree nor disagree"). DISCUSSION The program redesign reduced the perceived complexity of the MOC framework however it is described by some, as additional work (an add-on) by necessitating the documentation of participation in learning activities. An important "disconnect" between the program purposes and how physicians operationalize engagement was also illuminated by our study. Further attention needs to be paid to shifting the culture of continuing professional development to one that enables physicians to sufficiently demonstrate their continuing competence and enhanced performance meaningfully through participation in MOC programs.
7 citations
TL;DR: This supplement includes the eight research papers accepted by the 2016 Research in Medical Education Program Planning Committee and uses "conversations in medical education" as a guiding metaphor to explore what these papers contribute to the current scholarly discourse inmedical education.
Abstract: This supplement includes the eight research papers accepted by the 2016 Research in Medical Education Program Planning Committee In this Commentary, the authors use "conversations in medical education" as a guiding metaphor to explore what these papers contribute to the current scholarly discourse in medical education They organize their discussion around two domains: the topic of study and the methodological approach The authors map the eight research papers to six "hot topics" in medical education: (1) curriculum reform, (2) duty hours restriction, (3) learner well-being, (4) innovations in teaching and assessment, (5) self-regulated learning, and (6) learning environment, and to three purposes commonly served by medical education research: (1) description, (2) justification, and (3) clarification They discuss the range of methods employed in the papers The authors end by encouraging educators to engage in these ongoing scholarly conversations
6 citations
3 citations