Assessment

Welcome!

Whether you are new to your role as a preceptor/clinical coach, or have years of experience as a family physician or a specialist working with family practice residents, this webpage has resources on all aspects of assessment of residents. The Program appreciates your contributions in producing competent future Family Physicians.

Competency-based Assessment (CBA)

In 2012, along with other Family Practice Residency programs across Canada, UBC moved to a competency-based assessment model for residents.

CBA incorporates a defined outcome and focuses on improvement across a broad range of skills and roles. Most assessment is done in the workplace, not through formal examinations. Multiple observations, by multiple observers form a ‘picture’ of progress. The Resident Assessment System fosters the development of reflective, adult learners to become competent, professional, family physicians.

Roles

See below for an overview, or visit the Assessment Toolkit for more specific information, and a wealth of assessment resources.

As a Preceptor/Clinical Coach, we value your expert opinion as an observer. Each observer who coaches and gives specific, constructive feedback for improvement to the resident helps to build the picture of competence. Documenting your feedback on an Electronic Field Note allows the resident to review these multiple observations of their performance, and identify areas of competence, and areas for improvement. For specific details see the Field Notes section of the Assessment Toolkit.

For each learning event (block or horizontal rotation) one person is responsible for the creation of an In Training Assessment Report (ITAR). In a competency-based program, identifying goals and objectives is done collaboratively at the beginning of the learning event. This is the primary connection between specific program objectives and assessment. A check in on progress at midpoint is crucial. Assessment drives learning, so reviewing with your resident at the midpoint allows for 'course correction.' You contribute to a decision on progress, and further recommendations at the end of the learning event. For specific details see the ITAR section of the Assessment Toolkit.

Early identification of a resident who is struggling with any aspect of their program is a critical role for all preceptors. This permits additional support to be incorporated in a timely fashion. The Site Director or Site Faculty for Assessment is your first contact.