Rationale, aims and objectives: Over the last decade, policy changes
have prompted Canadian medical education to emphasize a transformation
to competency-based education, and subsequent development of evaluation
tools. The pandemic provides a unique opportunity to emphasize the value
of reflexive monitoring, a cyclical and iterative process of appraisal
and adaptation, since tools are influenced by social and cultural
factors relevant at the time of their development. Methods: Deductive
content analysis of documents and resources about the advancement of
primary care. Reflexive monitoring of the Family Medicine Longitudinal
Survey (FMLS), an evaluation tool for physician training. Results: The
FMLS tool does not explore all training experiences that are currently
relevant; including, incorporating technology, infection control and
safety, public health services referrals, patient preferences for care
modality, and trauma-informed culturally safe care. Conclusion: The
results illustrate that reflection promotes the validity and usefulness
of the data collected to inform policy performance and other
initiatives. Keywords: program evaluation; health professions education;
reflexive monitoring; competency-based education; healthcare policy
Monitoring the integrity and usability of policy evaluation tools within an evolving sociocultural context: A demonstration of reflexivity using the CFPC Family Medicine Longitudinal Survey
