Institutional research utilisation and issues of legitimacy: Perspectives from practitioners at selected traditional universities

How do entering students compare with their counterparts from ten, twenty, even thirty years ago? The director of the Cooperative Institutional Research Program looks at some current trends.

Get full-text (via PubEx)

Preparing for CBME: How often are faculty observing residents?

Paediatrics & Child Health ◽

10.1093/pch/pxz169 ◽

2020 ◽

Author(s):

Sheenagh J K George ◽

Sarah Manos ◽

Kenny K Wong

Keyword(s):

Direct Observation ◽

Assessment Tools ◽

Inpatient Setting ◽

Institutional Research ◽

Professional Activities ◽

Inpatient Settings ◽

Competency Based ◽

Resident Assessment ◽

Outpatient Settings ◽

Common Barriers

Abstract Background The Royal College of Physicians and Surgeons of Canada officially launched ‘Competence by Design’ in July 2017, moving from time-based to outcomes-based training. Transitioning to competency-based medical education (CBME) necessitates change in resident assessment. A greater frequency of resident observation will likely be required to adequately assess whether entrustable professional activities have been achieved. Purpose Characterize faculty and resident experiences of direct observation in a single paediatric residency program, pre-CBME implementation. Qualitatively describe participants’ perceived barriers and incentives to participating in direct observation. Methods Surveys were sent to paediatric residents and faculty asking for demographics, the frequency of resident observation during an average 4-week rotation, perceived ideal frequency of observation, and factors influencing observation frequency. Descriptive data were analyzed. Institutional research ethics board approval was received. Results The response rate was 54% (34/68 faculty and 16/25 residents). When asked the MAXIMUM frequency FACULTY observed a resident take a history, perform a physical examination, or deliver a plan, the median faculty reply was 1, 2, and 3, for outpatient settings and 0, 1, and 2, for inpatient settings. The median RESIDENT reply was 2, 4, and 10 for outpatient settings and 1, 2, and 20 for inpatient settings. When asked the MINIMUM frequency for each domain, the median FACULTY and RESIDENT reply was 0, except for delivering a plan in the inpatient setting. Faculty reported observing seniors delivering the plan more frequently than junior residents. Faculty and resident median replies for how frequently residents should be observed for each domain were the same, three to four, three to four, and five to six times. Four per cent of faculty reported regularly scheduling observations, and 77% of residents regularly ask to be observed. The most common barriers to observation were too many patients to see and both faculty and residents were seeing patients at the same time. Most faculty and resident responders felt that observation frequency could be improved if scheduled at the start of the rotation; faculty were provided a better tool for assessment; and if residents asked to be observed. Conclusions This study provides baseline data on how infrequent faculty observation is occurring and at a frequency lower than what faculty and residents feel is necessary. The time needed for observation competes with clinical service demands, but better scheduling strategies and assessment tools may help.

Get full-text (via PubEx)

On the nature of institutional research and the knowledge and skills requires

The Journal of Academic Librarianship ◽

10.1016/0099-1333(93)90096-n ◽

1993 ◽

Vol 19 (2) ◽

pp. 117

Keyword(s):

Institutional Research ◽

Knowledge And Skills

Get full-text (via PubEx)