The Core Internal Medicine Program provides assessment of resident learning through a variety of modalities, structured using the CanMEDS framework.
The CIM Program conducts assessment of resident competence and progress over time through a thorough program of assessment that involves multiple tools and methods. All assessments are aligned with stage-based expectations outlined in our Competence By Design curriculum and the CanMEDS framework of internal medicine competencies. All resident performance data is used to create a holistic portfolio for each resident that is used for both formative and summative intents. See the information and policy links below for more details about how assessment data is reviewed, adjudicated, and shared outside our program.
Information:
Direct observation with non-written feedback – Handover, informal bedside teaching, procedural skills, review of written consultations.
AMBOSS written examination
Crisis Resource Management Feedback (Simulation AHD) – PGY1, PGY2
Royal College Practice Oral Examinations - PGY3
Observed Structured Clinical Exam (OSCE) – PGY1, PGY2, PGY3
End-of rotation “In-Training Evaluation Report” (ITER)
Entrustable Professional Activity (EPA) Observations
End-of-rotation written examination – selected rotations
Six Month Meetings with Program Directors
Oral Examination - PGY2
Quality Improvement Projects and other Presentations – PGY2, PGY3
Critically Appraised Topics – PGY1, PGY3
To view ITERs and complete Faculty Evaluations.
Think of CBME.med as the INPUT.
This is where you start your EPAs and AA Forms.
Navigate to stage of discipline and then choose Evaluations from left-side bar for most EPA Observation forms except for reflections which are under Assessments.
Think of DASH.med as the individual OUTPUT.
This is where you can see your progress in all stages:
EPAs, OSCE results, RPC Ratification of Promotions, etc. are all shown here.
(this gets updated at 4am with the previous day's submitted forms)
Think of DATA.MED as data review.
This is where you can see and filter your progress. Most importantly, you can do quick filter of context here (watch this two min video on how to filter context).
The most important assessments of your residency training are workplace-based assessments (on the wards, consult services, and clinics) and the two main forms of these in our program are the In-Training Evaluation Report (ITER) and the new EPA Observations which are housed in the new Portfolio.
A portfolio is not simply a collection of your assessments but has a reflective component for the learner to provide a commentary. A portfolio can serve as both a vehicle to promote reflective learning and as evidence of that reflection and of other learning. Residents should be reviewing their assessment data in their portfolio frequently to identify areas for growth and ensure that they are on track in meeting the expectations of the program. After each Competence Committee review of their portfolio, residents will be expected to meet with their academic advisor to formally review their portfolio data and engage in a coaching conversation about successes and areas for growth.
ITER results can be reviewed in one45 under 'Evaluations'.
An ITER will be sent to any clinical preceptor who has worked with you for a week or longer, or in some cases to one physician that oversees a rotation that involves working with numerous clinical preceptors. The purpose of the ITER is to document the feedback clinical preceptors have given you regarding your progress, strengths, and areas for improvement. In order to view your ITERs in One45 WebEval, you first need to complete the evaluations linked to the rotation (evaluating the preceptors and the rotation), and these should be done near the end of or just after each rotation has been completed.
EPA observations, exam results, learning plans, Academic Advisor meeting forms, and RPC resident progress decisions can all be found in DASH.MED (see video below or these pdf guides on using DASH.MED and filtering context variables).
A limitation of an ITER is that it is done once at the end of your exposure to a clinical preceptor so it is not well suited to assessing context-specific competencies such as how you managed a complex case of heart failure or how you broke bad news about a diagnosis of cancer. EPA Observations are similar to a Mini-CEX and are an ideal assessment method for these competencies and are documented very soon after an event unlike an ITER which may be filled out weeks later.
For more details, check out our page on EPAs here.
What is a portfolio? A portfolio is not simply a collection of your assessments but has a reflective component for the learner to provide a commentary. A portfolio can serve as both a vehicle to promote reflective learning and as evidence of that reflection and of other learning.
Using CBME.med to pull up a form
(note: what is labelled "Assessments" and "Evaluations" in the video have now been renamed as Assignments and EPAs on the system.
Using Dash.med to view collected EPAs
Department of Medicine CBD Website: https://sites.google.com/ualberta.ca/domcbd/
University of Alberta PGME CBD Website: https://sites.google.com/ualberta.ca/pgme
The Royal College website: https://www.royalcollege.ca/ca/en/cbd.html
The Royal College: Orientation Packages by Role
Link to CBME.med to pull up EPA Observation forms:
Navigate to stage of discipline and then choose Evaluations from left-side bar for most EPA Observation forms except for reflections which are under Assessments.
Link to Dash.med to track progress
(this gets updated at 4am with the previous day's submitted forms):
and then click the "Login in with CCID" button