Acceptability and feasibility of an evaluation table to assess the competency of general medicine interns during ambulatory rotations in Brest

• Published in: BMC medical education 2024-06, Vol.24 (1), p.636-8
• Main Authors: Longépé, Brieux, Madec, Audrey, Fonseca, Jérôme, Beurton-Couraud, Lucas, Barais, Marie, Le Goff, Delphine
• Format: Article
• Language: English
• Subjects: Adult; Attitude of Health Personnel; Clinical competence; Clinical Competence - standards; Competency based education; Data Analysis; Data collection; Educational assessment; Educational evaluation; Educational Measurement - methods; Evaluation; Family medicine; Feasibility Studies; Female; Focus Groups; France; General practice; General Practice - education; Gynecology; Human health and pathology; Humans; Interns (Medicine); Internship and residency; Internship and Residency - standards; Internship programs; Internships; Keywords; Life Sciences; Male; Medical research; Medicine; Meta Analysis; Pedagogy; Pediatrics; Qualitative Research; Teaching; Teaching Methods; Training
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-05357-7

General practitioner interns need to acquire the expected clinical, communication, personal and professional competencies. Internship evaluations use qualitative evaluation tables to assess competency acquisition. However, there is no standardised evaluation table used in France. Some faculties use the exhaustive, precise, and manageable Exceler evaluation tool. We aim to evaluate opinions of General practice interns in Brest about the acceptability and feasibility of using the Exceler evaluation tool to monitor competency acquisition during internships. This qualitative study used intern focus groups. Six-open ended questions with optional follow-up questions were asked. Cards from the Dixit® game were used to guide and facilitate discussion. Open, axial, then integrative analysis of the verbatim was performed. This is the first study to evaluate intern opinions about GP internship evaluations using focus groups. Participants felt that the quality of existing evaluations was insufficient, and it was difficult to monitor their progress. Adapting evaluations to individual profiles and backgrounds seemed necessary. Exceler appeared to be a possible solution due to its content validity, flexibility of use and accessibility. However, there were comments about possible modifications. Analysing opinions of tutors, supervisors and other practice centers could help identify potential barriers and reveal solutions to facilitate its implementation and use. Not applicable.