University Of Calgary Postgraduate Medicine

Background

Assessment in the new Triple-C Curriculum focuses on assessment for learning, rather than the traditional, assessment of learning. The system developed and implemented at the University of Calgary is solidly based in current medical education research and evidence. Those familiar with this literature will recognize ideas and tools situated coming out of international scholarship. For a complete list of references, please contact the program.

How to assess learning has been broadly addressed by others. The University of Calgary Department of Family Medicine has built upon work completed by colleagues at the University of Ottawa and summarized the system in a Calgary Learning Strategies Grid (PDF, 69KB). 

The Learning Strategies Grid lists 20 ways in which skills dimensions and CanMEDS roles may be learned during Family Medicine Residency. The College of Family Physicians of Canada defines competence in Family Medicine in their Evaluation Objectives. The document, Examples of Resident Issues Related to Skill Dimensions (PDF, 218KB), provides examples helpful to learners and educators. Examples of issues related to:

  • clinical reasoning (PDF)
  • selectivity (PDF)
  • communications skills (PDF)
  • patient centred approach (PDF)
  • professionalism (PDF)
  • procedural skills (PDF)
  • collaborator (PDF)
  • manager (PDF)
  • health advocate (PDF)
  • scholar (PDF)
  • critical thinking (PDF)

are provided and may be helpful to you.

See the Assessment Program Timelines for more detailed information.

Assessment Form Submission Guide

All assessment forms can be downloaded from the forms page.. 

Progress Reviews

Each Resident attends regularly scheduled progress reviews with their lead preceptors throughout their program (4 month progress reviews and mid-term 8 week reviews). Division Program Coordinators schedule the meetings. Residents provide evidence of their progress in their assessment portfolios, which contain the following:

  1. Field Notes
  2. ITERs (In-training evaluations on One45)
  3. PSCF (Patient Centered Observation Forms received in Patient-Centred Care labs)
  4. USMITE Results in Block 8 of R1 and R2

Four-Month Progress Review Procedure

 

Resident

At least one week before the Progress Review meeting, the Resident is required to:

  1. Download the 4-month Progress Review and Informed Self-Assessment of Progress (iSAP) forms;
  2. Complete the Informed Self-Assessment of Progress (iSAP) form;
  3. Compile the top copies of all field notes for the 4 block period being reviewed;
  4. Complete Parts I through IV of the 4-Month Progress Review form;
  5. Send all of the above to their Lead Preceptor;

Preceptor

The Lead Preceptor receives copies of all completed ITER’s, PCOF’s, 8-week Interim Reports, the completed last 4-month Progress Report, and any other assessment data available to review at least one week before their scheduled meeting with the Resident.

The Resident and Preceptor meet, and the Preceptor records the outcome of the meeting.

  1. On Track – update Learning Plan in Progress Report
  2. Focused Attention Needed – write and implement a Focused Learning Plan (FLP). The FLP guide and the accompanying How to Write Learning Objectives provide guidance. The Focused Learning Plan form is available as a Word Document.

To view the processes to be followed for each outcome, see the Assessment Program Flow Diagrams.

The Assessment Tools Chart (July 2016) summarizes the use of specific assessment tools in the different rotations and outlines the consequences of performance deficiencies identified in each.