Developing a dashboard for faculty development in competency-based training programs: a design-based research project

Background: Canadian specialist residency training programs are implementing a form of competency-based medical education (CBME) that requires frequent assessments of entrustable professional activities (EPAs). Faculty struggle to provide helpful feedback and assign appropriate entrustment scores....

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Autores principales:	Yusuf Yilmaz, Robert Carey, Teresa Chan, Venkat Bandi, Shisong Wang, Robert A Woods, Debajyoti Mondal, Brent Thoma
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/8481bcfc60f4406d8b544752d368283c
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spelling	oai:doaj.org-article:8481bcfc60f4406d8b544752d368283c2021-12-01T22:35:35ZDeveloping a dashboard for faculty development in competency-based training programs: a design-based research project10.36834/cmej.720671923-1202https://doaj.org/article/8481bcfc60f4406d8b544752d368283c2021-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/72067https://doaj.org/toc/1923-1202 Background: Canadian specialist residency training programs are implementing a form of competency-based medical education (CBME) that requires frequent assessments of entrustable professional activities (EPAs). Faculty struggle to provide helpful feedback and assign appropriate entrustment scores. CBME faculty development initiatives rarely incorporate teaching metrics. Dashboards could be used to visualize faculty assessment data to support faculty development. Methods: Using a design-based research process, we identified faculty development needs related to CBME assessments and designed a dashboard containing elements (data, analytics, and visualizations) meeting these needs. Data was collected within the emergency medicine residency program at the University of Saskatchewan through interviews with program leaders, faculty development experts, and faculty participating in development sessions. Two investigators thematically analyzed interview transcripts to identify faculty needs that were audited by a third investigator. The needs were described using representative quotes and the dashboard elements designed to address them. Results: Between July 1, 2019 and December 11, 2020 we conducted 15 interviews with nine participants (two program leaders, three faculty development experts, and four faculty members). Three needs emerged as themes from the analysis: analysis of assessments, contextualization of assessments, and accessible reporting. We addressed these needs by designing an accessible dashboard to present contextualized quantitative and narrative assessment data for each faculty member. Conclusions: We identified faculty development needs related to EPA assessments and designed dashboard elements to meet them. The resulting dashboard was used for faculty development sessions. This work will inform the development of CBME assessment dashboards for faculty. Yusuf YilmazRobert CareyTeresa ChanVenkat BandiShisong WangRobert A WoodsDebajyoti MondalBrent ThomaCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Yusuf Yilmaz Robert Carey Teresa Chan Venkat Bandi Shisong Wang Robert A Woods Debajyoti Mondal Brent Thoma Developing a dashboard for faculty development in competency-based training programs: a design-based research project
description	Background: Canadian specialist residency training programs are implementing a form of competency-based medical education (CBME) that requires frequent assessments of entrustable professional activities (EPAs). Faculty struggle to provide helpful feedback and assign appropriate entrustment scores. CBME faculty development initiatives rarely incorporate teaching metrics. Dashboards could be used to visualize faculty assessment data to support faculty development. Methods: Using a design-based research process, we identified faculty development needs related to CBME assessments and designed a dashboard containing elements (data, analytics, and visualizations) meeting these needs. Data was collected within the emergency medicine residency program at the University of Saskatchewan through interviews with program leaders, faculty development experts, and faculty participating in development sessions. Two investigators thematically analyzed interview transcripts to identify faculty needs that were audited by a third investigator. The needs were described using representative quotes and the dashboard elements designed to address them. Results: Between July 1, 2019 and December 11, 2020 we conducted 15 interviews with nine participants (two program leaders, three faculty development experts, and four faculty members). Three needs emerged as themes from the analysis: analysis of assessments, contextualization of assessments, and accessible reporting. We addressed these needs by designing an accessible dashboard to present contextualized quantitative and narrative assessment data for each faculty member. Conclusions: We identified faculty development needs related to EPA assessments and designed dashboard elements to meet them. The resulting dashboard was used for faculty development sessions. This work will inform the development of CBME assessment dashboards for faculty.
format	article
author	Yusuf Yilmaz Robert Carey Teresa Chan Venkat Bandi Shisong Wang Robert A Woods Debajyoti Mondal Brent Thoma
author_facet	Yusuf Yilmaz Robert Carey Teresa Chan Venkat Bandi Shisong Wang Robert A Woods Debajyoti Mondal Brent Thoma
author_sort	Yusuf Yilmaz
title	Developing a dashboard for faculty development in competency-based training programs: a design-based research project
title_short	Developing a dashboard for faculty development in competency-based training programs: a design-based research project
title_full	Developing a dashboard for faculty development in competency-based training programs: a design-based research project
title_fullStr	Developing a dashboard for faculty development in competency-based training programs: a design-based research project
title_full_unstemmed	Developing a dashboard for faculty development in competency-based training programs: a design-based research project
title_sort	developing a dashboard for faculty development in competency-based training programs: a design-based research project
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/8481bcfc60f4406d8b544752d368283c
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Developing a dashboard for faculty development in competency-based training programs: a design-based research project

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