Lessons from the implementation of developmental progress assessment: A scoping review. Issue 10 (15th April 2020)

• Record Type: Journal Article
• Authors: St‐Onge, Christina; Vachon Lachiver, Élise; Langevin, Serge; Boileau, Elisabeth; Bernier, Frédéric; Thomas, Aliki
• Is Part Of: Medical education. Volume 54:Issue 10(2020)
• Page Start: 878
• Page End: 887
• Publication Date: 2020-04-15
• Subjects: Medical education -- Periodicals; Medical education -- Great Britain -- Periodicals; 610.7
• DOI: 10.1111/medu.14136
• Languages: English
• ISSNs: 0308-0110

Abstract

Abstract: Objectives: Educators and researchers recently implemented developmental progress assessment (DPA) in the context of competency‐based education. To reap its anticipated benefits, much still remains to be understood about its implementation. In this study, we aimed to determine the nature and extent of the current evidence on DPA, in an effort to broaden our understanding of the major goals and intended outcomes of DPA as well as the lessons learned from how it has been executed in, or applied across, educational contexts. Methods: We conducted a scoping study based on the methodology of Arksey and O'Malley. Our search strategy yielded 2494 articles. These articles were screened for inclusion and exclusion (90% agreement), and numerical and qualitative data were extracted from 56 articles based on a pre‐defined set of charting categories. The thematic analysis of the qualitative data was completed with iterative consultations and discussions until consensus was achieved for the interpretation of the results. Results: Tools used to document DPA include scales, milestones and portfolios. Performances were observed in clinical or standardised contexts. We identified seven major themes in our qualitative thematic analysis: (a) underlying aims of DPA; (b) sources of information; (c) barriers; (d) contextual factors that can act as barriers or facilitators to the implementation of DPA; (e) facilitators; (f) observed outcomes, and (g) documented validity evidences. Conclusions: Developmental progress assessment seems to fill a need in the training of future competent health professionals. However, moving forward with a widespread implementation of DPA, factors such as lack of access to user‐friendly technology and time to observe performance may render its operationalisation burdensome in the context of competency‐based medical education. Abstract : Thoroughly reviewing the literature on developmental progress assessment, St. Onge et al. outline how explicitly mapping student development can help programs, students, and faculty.