McMaster Modular Assessment Program (McMAP) Through the Years: Residents' Experience With an Evolving Feedback Culture Over a 3-year Period

Authors

  • Shelly-Anne Li MSc, PhD (candidate),

    1. University of Toronto and The Hospital for Sick Children, Toronto, Ontario
    2. Program for Educational Research and Development, McMaster University, Hamilton, Ontario, Canada
    Search for more papers by this author
  • Jonathan Sherbino MD, MEd,

    1. Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada
    2. Program for Educational Research and Development, McMaster University, Hamilton, Ontario, Canada
    Search for more papers by this author
  • Teresa M. Chan MD, MHPE

    Corresponding author
    1. Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada
    2. Program for Educational Research and Development, McMaster University, Hamilton, Ontario, Canada
    Search for more papers by this author

  • The content in this paper was presented as an invited abstract at the AAMC Research In Medical Education (RIME) Conference, Seattle, WA, November 2016. It has previously been discussed at the Canadian Conference on Medical Education, Quebec City, QC, Canada, April 2016.
  • Dr. Chan holds a McMaster University Department of Medicine Internal Career Research Award. Drs. Chan and Sherbino have also previously received funding from the Royal College of Physicians and Surgeons of Canada for various unrelated projects.
  • The authors have no potential conflicts to disclose.
  • Supervising Editor: Sebastian Uijtdehaage, PhD.

Abstract

Background

Assessing resident competency in emergency department settings requires observing a substantial number of work-based skills and tasks. The McMaster Modular Assessment Program (McMAP) is a novel, workplace-based assessment (WBA) system that uses task-specific and global low-stakes assessments of resident performance. We describe the evaluation of a WBA program 3 years after implementation.

Methods

We used a qualitative approach, conducting focus groups with resident physicians in all 5 postgraduate years (n = 26) who used McMAP as part of McMaster University's emergency medicine residency program. Responses were triangulated using a follow-up written survey. Data were analyzed using theory-based thematic analysis. An audit trail was reviewed to ensure that all themes were captured.

Results

Findings were organized at the level of the learner (residents), faculty, and system. Residents identified elements of McMAP that were perceived as supporting or inhibiting learning. Residents shared their opinions on the feasibility of completing daily WBAs, perceptions and utilization of rating scales, and the value of structured feedback (written and verbal) from faculty. Residents also commented extensively on the evolving and improving feedback culture that has been created within our system.

Conclusion

The study describes an evolving culture of feedback that promotes the process of informed self-assessment. A programmatic approach to WBAs can foster opportunities for feedback although barriers must still be overcome to fully realize the potential of a continuous WBA system. A professional culture change is required to implement and encourage the routine use of WBAs. Barriers, such as familiarity with assessment system logistics, faculty member discomfort with providing feedback, and empowering residents to ask faculty for direct observations and assessments must be addressed to realize the potential of a programmatic WBA system. Findings may inform future research in identifying key components of successful implementation of a programmatic workplace-based assessment system.

Ancillary