Résumés
Abstract
Background: Educators now use reported observations when assessing trainees’ performance. Unfortunately, they have little information about how to design and implement assessments based on reported observations.
Objective: The purpose of this scoping review was to map the literature on the use of reported observations in judging health professions education (HPE) trainees' performances.
Methods: Arksey and O'Malley’s (2005) method was used with four databases (sources: ERIC, CINAHL, MEDLINE, PsycINFO). Eligibility criteria for articles were: documents in English or French, including primary data, and initial or professional training; (2) training in an HPE program; (3) workplace-based assessment; and (4) assessment based on reported observations. The inclusion/exclusion, and data extraction steps were performed (agreement rate > 90%). We developed a data extraction grid to chart the data. Descriptive analyses were used to summarize quantitative data, and the authors conducted thematic analysis for qualitative data.
Results: Based on 36 papers and 13 consultations, the team identified six steps characterizing trainee performance assessment based on reported observations in HPE: (1) making first contact, (2) observing and documenting the trainee performance, (3) collecting and completing assessment data, (4) aggregating assessment data, (5) inferring the level of competence, and (6) documenting and communicating the decision to the stakeholders.
Discussion: The design and implementation of assessment based on reported observations is a first step towards a quality implementation by guiding educators and administrators responsible for graduating competent professionals. Future research might focus on understanding the context beyond assessor cognition to ensure the quality of meta-assessors’ decisions.
Résumé
Contexte : Les éducateurs utilisent désormais les observations rapportées pour évaluer la performance de leurs stagiaires. Malheureusement, ils disposent de peu d'informations sur la manière de concevoir et de mettre en œuvre des évaluations basées sur les observations rapportées. Objectif : L'objectif de cette étude de la portée des écrits était de recenser la littérature sur l'utilisation des observations rapportées lors d'évaluation de la performance de stagiaires dans les programmes professionnalisants en santé (PPS).
Méthodes : La méthode d'Arksey et O'Malley (2005) a été utilisée et quatre bases de données ont été interrogées (ERIC, CINAHL, MEDLINE, PsycINFO). Les critères d'admissibilité des articles étaient les suivants : (1) écrit en anglais ou en français ; (2) comprend des données primaires ; (3) traite de la formation initiale ou professionnelle ; (4) se situe en formation d'un PPS ; (5) traite de l’évaluation en stage ; et (6) traite de l’évaluation basée sur des observations rapportées. Les étapes d'inclusion/exclusion et d'extraction des données ont été réalisées à deux personnes (taux d'accord > 90%). Nous avons extrait les données avec une grille d'extraction des données préétablie et itérative. Des analyses quantitatives ont été menées pour résumer les données numériques et une analyse thématique pour résumer les données qualitatives.
Résultats : Sur la base de 36 articles et de 13 consultations, nous avons identifié six étapes caractérisant l'évaluation de la performances de stagiaires basée sur des observations rapportées dans les PPS : (1) établir un premier contact, (2) observer et documenter la performance du stagiaire, (3) recueillir et compléter les données d'évaluation, (4) agréger les données d'évaluation, (5) déduire le niveau de compétence, et (6) documenter et communiquer la décision aux parties prenantes.
Discussion : La conception et la mise en œuvre de l'évaluation sur la base d’observations rapportées constituent un premier pas vers la mise en œuvre d’une évaluation de qualité en guidant les éducateurs et les administrateurs responsables de la formation de professionnels compétents. Les recherches futures pourraient se concentrer sur la compréhension du contexte au-delà de la cognition de l'évaluateur afin de garantir la qualité des décisions prises par les métaévaluateurs.
Parties annexes
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