gms | German Medical Science

5th International Conference for Research in Medical Education

15.03. - 17.03.2017, Düsseldorf

Socio-cultural influences on residents' learning with Mini-CEX and DOPS: a grounded theory study

Meeting Abstract

  • corresponding author presenting/speaker Andrea Lörwald - Universität Bern, Institut für Medizinische Lehre, Abteilung für Assessment und Evaluation, Bern, Switzerland
  • Felicitas-Maria Lahner - Universität Bern, Institut für Medizinische Lehre, Abteilung für Assessment und Evaluation, Bern, Switzerland
  • Bettina Mooser - Universität Bern, Institut für Medizinische Lehre, Abteilung für Assessment und Evaluation, Bern, Switzerland
  • Christoph Berendonk - Universität Bern, Institut für Medizinische Lehre, Abteilung für Assessment und Evaluation, Bern, Switzerland
  • Matthias Widmer - Inselspital Bern, Bern, Switzerland
  • Martin Perrig - Inselspital Bern, Bern, Switzerland
  • Robert Greif - Inselspital Bern, Bern, Switzerland
  • Sören Huwendiek - Universität Bern, Institut für Medizinische Lehre, Abteilung für Assessment und Evaluation, Bern, Switzerland

5th International Conference for Research in Medical Education (RIME 2017). Düsseldorf, 15.-17.03.2017. Düsseldorf: German Medical Science GMS Publishing House; 2017. DocRAC2

doi: 10.3205/17rime51, urn:nbn:de:0183-17rime515

Veröffentlicht: 7. März 2017

© 2017 Lörwald et al.
Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). Lizenz-Angaben siehe http://creativecommons.org/licenses/by/4.0/.


Gliederung

Text

Introduction: Mini-CEX (mini clinical evaluation exercise) and DOPS (direct observation of procedural skills) are two common forms of workplace-based assessment intended to shape and support residents' learning [1]. In practice however, experiences with Mini-CEX and DOPS are heterogeneous. Whereas some highly value feedback and find these tools helpful for learning, others perceive Mini-CEX and DOPS as tick-box exercise, as obligation, and as useless waste of time. These differences in user perceptions might arise from socio-cultural aspects. From the socio-cultural perspective, residents, their supervisors and the context, like e.g. learning and assessment culture, cannot be viewed separately, but are considered as closely interdependent [2]. Better understanding of socio-cultural influences on Mini-CEX and DOPS might allow for insights on how to improve residents' learning with Mini-CEX and DOPS.

Objectives: To better understand socio-cultural influences on Mini-CEX and DOPS and allow for recommendation for improving learning with Mini-CEX and DOPS we investigate the following research questions:

1.
Which socio-cultural aspects foster the meaningful use of Mini-CEX and DOPS in postgraduate medical training?
2.
Which socio-cultural aspects act as barriers regarding the integration and use of Mini-CEX and DOPS in the clinical workplace?
3.
How do these aspects relate to each other and what are the implications of that to improve residents' learning with Mini-CEX and DOPS?

Methods: To approach these questions we perform a constructivist grounded theory study [3]. Constructivist grounded theory is a methodology in which new theories or hypotheses can be generated. It is based on purposive sampling with a simultaneous systematic analysis of data and tries to explain social phenomena or processes. So far, we conducted four focus groups in two different departments at a Swiss university hospital and extracted preliminary results from our notes taken during the focus groups. In sum, seven focus groups at three different departments are planned with residents and supervisors interviewed separately. Interviews will be transcribed and data will be analyzed iteratively using constant comparison.

Conclusion: We intend to improve the understanding of socio-cultural influences and its relations and to provide recommendations how to improve residents learning with Mini-CEX and DOPS by the end of this study.


References

1.
Norcini J, Burch V. Workplace-based assessment as an educational tool: AMEE Guide No. 31. Med Teach. 2007;29(9):855-871. DOI: 10.1080/01421590701775453 Externer Link
2.
Billett S. Learning throughout working life: a relational interdependence between personal and social agency. Br J Educ Stud. 2008;56(1):39-58. DOI: 10.1111/j.1467-8527.2007.00394.x Externer Link
3.
Charmaz, K. Constructing grounded theory. A practical guide through qualitative analysis. Thousand Oaks: Sage; 2006.