Learner-Driven Synthesis of Assessment Data: Engaging and Motivating Residents in Their Milestone-Based Assessments

Abstract

Competency-based medical education empowers learners to use self-assessment to monitor progress and to improve function. Given the difficulties inherent in self-assessment, we propose an externally calibrated, but resident-owned system to facilitate resident involvement in assessment while minimizing the unreliability of self-assessment. Resident-driven synthesis of assessment data applies self-determination theory to foster residents’ intrinsic motivation to improve by involving them in all the steps in the assessment process. Residents would review data, assign milestone levels, complete a program-specific assessment template, and discuss their findings with the clinical competency committee. Inclusion and empowerment of residents could benefit learners and programs alike.