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ORIGINAL ARTICLE
Year : 2018  |  Volume : 7  |  Issue : 6  |  Page : 1458-1463

Workplace-based assessment of family medicine competencies using “field note tool” – A pilot study


1 Department of Family Medicine, Community Health and Development, Christian Medical College, Vellore, Tamil Nadu, India
2 Department of Family Medicine, Low Cost Effective Care Unit, Christian Medical College, Vellore, Tamil Nadu, India
3 Department of Family Medicine, Shalom Family Medicine Clinic, Christian Medical College, Vellore, Tamil Nadu, India

Correspondence Address:
Yeshvanth Kumar
Department of Family Medicine, Low Cost Effective Care Unit, Schell Eye Campus, Arni Road, Christian Medical College, Vellore - 632 001, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jfmpc.jfmpc_141_18

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Background: Department of Family Medicine in a medical college in South India introduced “field note” (FN) as a tool for Work-Place Based Assessment in postgraduate training. FN collects “open-ended” feedback from both resident and faculty and helps them to arrive at an action plan. This study describes our experience of implementing FN and perceptions of learners and faculty. Methods: While precepting the residents in Family Medicine service areas, faculty documented their observations of the resident's clinical work using FN and provided an action plan. Faculty and residents described their experience and provided feedback. Focus group discussions were conducted for faculty and residents. Data were coded and grouped into themes. Results: Four residents and seven faculties participated in the study during 12 weeks period using 17 consultations. Clinical expert (13/17) and communicator (6/17) are the most commonly assessed competencies followed by professionalism (2/17) and collaborator (2/17). Faculty and residents agreed that “FN” was a useful tool and it helped the faculty to give feedback and guide the learner. Residents and faculty arrived at an action plan in 70% of the consultations. Three of four residents perceived the change in their behaviour positively after the use of FN. Both resident and faculty found the rating of the learner using Dreyfus scale as a barrier. Conclusion: FN could be one of the important tools in our “Toolbox of Assessment Methods” for family medicine specialty. There is a need for sensitizing the learners to feedback process and training the faculty in assessment and feedback.


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