Mini-Sessions on Assessment for Continuous Faculty Development

Abstract

The Challenge As the Next Accreditation System (NAS) is rolled out, training programs will need to implement a process for continuous faculty development on the use of assessment tools. Reliable assessments of performance by multiple trained faculty are essential to demonstrate resident skill development over time. Yet, with increasing time demands on faculty, full-or half-day training sessions recommended by experts for greater efficacy of training are generally not feasible. 1 Alternately, brief, continuous training, embedded in regularly scheduled meetings, can support ongoing faculty development to help meet NAS requirements. 2 What Is Known Assessment tools are only as good as the individuals who use them. 3,4 A heightened awareness among faculty about the purpose, use, and interpretation of assessment tools will develop shared mental models and more reliable perfor-mance assessments over time. 5 Combining the results of 6 to 10 observations with other assessment instruments yields a ''composite reliability'' on which progress in professional development and performance can be documented in a reliable manner. 6 Thus, it is imperative that faculty receive regular training on each assessment instrument to under-stand (1) the purpose and use of the tool (Behavior Observation Training [BOT]), (2) the definitions and criteria for each performance dimension on the tool (Performance Dimension Training [PDT]), and (3) the need for rating accurately and consistently with the tool (Frame of Reference Training [FORT]). 3