Pivoting Continuing Professional Development During the COVID-19 Pandemic: A Narrative Scoping Review of Adaptations and Innovations

Journal of Continuing Education in the Health Professions (01/11/24) Soklaridis, Sophie; Chowdhury, Mushfika; Turco, Mary G.

A recent study examined the value of the Quality of Assessment for Learning (QuAL) score in assessing narrative feedback from postgraduate programs. The tool, which was developed to rate the quality of narrative comments in workplace-based assessments, has proven useful for evaluating narrative feedback given to emergency medicine residents. In this study, researchers looked at 50 sets of entrustable professional activity (EPA) narratives for a post-graduate anesthesia program. Two competency committee members and two medical students evaluated the narratives. According to the data, there was moderate correlation between the faculty members' utility scores and QuAL scores (r = 0.646, p < 0.001) and the students' utility and QuAL scores (r = 0.667, p < 0.001). Generalizability studies demonstrated the reliability of the utility scores with two rates for faculty and students. The researchers suggest the QuAL score "has the potential to be used for faculty development and program evaluation in Competency Based Medical Education," noting that "other programs could consider replicating our study in their specialty."

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