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van der Meulen MW, Smirnova A, Heeneman S, Oude Egbrink MGA, van der Vleuten CPM, Lombarts KMJMH. Exploring Validity Evidence Associated With Questionnaire-Based Tools for Assessing the Professional Performance of Physicians: A Systematic Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:1384-1397. [PMID: 31460937 DOI: 10.1097/acm.0000000000002767] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE To collect and examine-using an argument-based validity approach-validity evidence of questionnaire-based tools used to assess physicians' clinical, teaching, and research performance. METHOD In October 2016, the authors conducted a systematic search of the literature seeking articles about questionnaire-based tools for assessing physicians' professional performance published from inception to October 2016. They included studies reporting on the validity evidence of tools used to assess physicians' clinical, teaching, and research performance. Using Kane's validity framework, they conducted data extraction based on four inferences in the validity argument: scoring, generalization, extrapolation, and implications. RESULTS They included 46 articles on 15 tools assessing clinical performance and 72 articles on 38 tools assessing teaching performance. They found no studies on research performance tools. Only 12 of the tools (23%) gathered evidence on all four components of Kane's validity argument. Validity evidence focused mostly on generalization and extrapolation inferences. Scoring evidence showed mixed results. Evidence on implications was generally missing. CONCLUSIONS Based on the argument-based approach to validity, not all questionnaire-based tools seem to support their intended use. Evidence concerning implications of questionnaire-based tools is mostly lacking, thus weakening the argument to use these tools for formative and, especially, for summative assessments of physicians' clinical and teaching performance. More research on implications is needed to strengthen the argument and to provide support for decisions based on these tools, particularly for high-stakes, summative decisions. To meaningfully assess academic physicians in their tripartite role as doctor, teacher, and researcher, additional assessment tools are needed.
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Affiliation(s)
- Mirja W van der Meulen
- M.W. van der Meulen is PhD candidate, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands, and member, Professional Performance Research Group, Medical Psychology, Academic Medical Center, University of Amsterdam, Amsterdam, The Netherlands; ORCID: https://orcid.org/0000-0003-3636-5469. A. Smirnova is PhD graduate and researcher, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands, and member, Professional Performance Research Group, Medical Psychology, Academic Medical Center, University of Amsterdam, Amsterdam, The Netherlands; ORCID: https://orcid.org/0000-0003-4491-3007. S. Heeneman is professor, Department of Pathology, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands; ORCID: https://orcid.org/0000-0002-6103-8075. M.G.A. oude Egbrink is professor, Department of Physiology, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands; ORCID: https://orcid.org/0000-0002-5530-6598. C.P.M. van der Vleuten is professor, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands; ORCID: https://orcid.org/0000-0001-6802-3119. K.M.J.M.H. Lombarts is professor, Professional Performance Research Group, Medical Psychology, Academic Medical Center, University of Amsterdam, Amsterdam, The Netherlands; ORCID: https://orcid.org/0000-0001-6167-0620
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Idowu BM. Postgraduate radiology education in Nigeria: Looking backward and forward. SA J Radiol 2018; 22:1362. [PMID: 31754507 PMCID: PMC6837810 DOI: 10.4102/sajr.v22i1.1362] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2018] [Accepted: 06/18/2018] [Indexed: 11/03/2022] Open
Abstract
Formal postgraduate radiology education (residency training) in Nigeria commenced in 1976 at the University College Hospital, Ibadan, Oyo State. Currently, two postgraduate medical colleges (one national and the other international or regional) are saddled with the responsibility of superintending the training programme. This is a chronicle of the evolution of radiology in Nigeria with emphasis on the current status of the training programme and areas that require improvement. Though the programme has delivered a quality healthcare workforce for the country and the international community since inception, significant but surmountable difficulties still exist. It is hoped that all stakeholders and policy-makers will take note and safeguard the future of the specialty.
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