Carey Robert, Wilson Grayson, Bandi Venkat, Mondal Debajyoti, Martin Lynsey J, Woods Rob, Chan Teresa, Thoma Brent
Department of Emergency Medicine, University of Saskatchewan, Saskatchewan, Canada.
Department of Computer Science, University of Saskatchewan, Saskatchewan, Canada.
Can Med Educ J. 2020 Dec 7;11(6):e31-e45. doi: 10.36834/cmej.69682. eCollection 2020 Dec.
Canadian specialty programs are implementing Competence By Design, a competency-based medical education (CBME) program which requires frequent assessments of entrustable professional activities. To be used for learning, the large amount of assessment data needs to be interpreted by residents, but little work has been done to determine how visualizing and interacting with this data can be supported. Within the University of Saskatchewan emergency medicine residency program, we sought to determine how our residents' CBME assessment data should be presented to support their learning and to develop a dashboard that meets our residents' needs.
We utilized a design-based research process to identify and address resident needs surrounding the presentation of their assessment data. Data was collected within the emergency medicine residency program at the University of Saskatchewan via four resident focus groups held over 10 months. Focus group discussions were analyzed using a grounded theory approach to identify resident needs. This guided the development of a dashboard which contained elements (data, analytics, and visualizations) that support their interpretation of the data. The identified needs are described using quotes from the focus groups as well as visualizations of the dashboard elements.
Resident needs were classified under three themes: (1) Provide guidance through the assessment program, (2) Present workplace-based assessment data, and (3) Present other assessment data. Seventeen dashboard elements were designed to address these needs.
Our design-based research process identified resident needs and developed dashboard elements to meet them. This work will inform the creation and evolution of CBME assessment dashboards designed to support resident learning.
加拿大的专业项目正在实施“以设计促能力提升”，这是一种基于能力的医学教育（CBME）项目，要求对可托付的专业活动进行频繁评估。为了用于学习，大量的评估数据需要由住院医师进行解读，但在确定如何支持对这些数据进行可视化和交互方面，所做的工作很少。在萨斯喀彻温大学急诊医学住院医师项目中，我们试图确定应如何呈现住院医师的CBME评估数据以支持他们的学习，并开发一个满足住院医师需求的仪表盘。
我们采用基于设计的研究过程来识别和解决住院医师在评估数据呈现方面的需求。通过在10个月内举行的4次住院医师焦点小组会议，在萨斯喀彻温大学急诊医学住院医师项目中收集数据。使用扎根理论方法对焦点小组讨论进行分析，以识别住院医师的需求。这指导了一个仪表盘的开发，该仪表盘包含支持他们解读数据的元素（数据、分析和可视化）。使用焦点小组的引述以及仪表盘元素的可视化来描述所确定的需求。
住院医师的需求分为三个主题：（1）在评估项目中提供指导，（2）呈现基于工作场所的评估数据，（3）呈现其他评估数据。设计了17个仪表盘元素来满足这些需求。
我们基于设计的研究过程识别了住院医师的需求，并开发了仪表盘元素来满足这些需求。这项工作将为旨在支持住院医师学习的CBME评估仪表盘的创建和演变提供参考。
