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Longitudinal Assessment and Resident Self-Assessment of Learning

CPRB 2.1.5.8: The resident shall engage in the continuous improvement and enhancement of his or her professional activities through ongoing learning of the following nature: a) developing, monitoring and revising a personal learning plan to enhance professional practice; b) regularly analyzing their performance, using various data and other sources to identify opportunities for learning and development.

CPRB 2.2.1.4: A formal process shall be in place to assess prior learning of each resident prior to the beginning of the residency program.

CPRB 2.2.2.6: An individualized plan shall be developed for each resident at the commencement of his/her program.  Based on the assessment of prior learning, baseline knowledge, skills, attitudes, competencies and interests, a broad written learning plan for the resident’s program shall be developed, which will include customized learning goals and activities.  The plan should build on the resident’s strengths and address the areas for development.

CPRB 2.2.3.7: With respect to the assessment process for residents, the program shall ensure that the following conditions are met: a) there is a process for assessment and documentation of longitudinal development of competencies.  Assessment of the resident will include feedback from a variety of people, including other healthcare professionals, peers, supervisors, and patients and their families.  Assessment of the resident will incorporate direct observation of the resident in a variety of settings. Longitudinal assessment of a resident's progress shall be ongoing throughout the program and shall be facilitated by direct interaction for this purpose between the Program Director and Program Coordinator, at least twice within the residency year.

CPRB 2.2.3.12: The program shall maintain appropriate documentation regarding each residency trainee for a period of one full accreditation cycle (until the next on-site survey), including minimally:
b) the resident's learning portfolio or equivalent, c) the resident's activities/schedule.

Longitudinal Assessment
IH Policies

  1. Residents will be assessed using a Longitudinal Assessment of Learning-In-Progress by the Program Coordinator and Program Director in January and in May.
  2. The purpose of this assessment is to assess the resident's progress towards meeting the competencies as set out by the Program.
  3. The assessment will include discussion and review of resident experiences on rotation and residency activities and assessments of the resident (including self-assessments) during rotations and other residency activities to focus on accomplishments, progress in achieving the goal level of performance and focus areas for further growth and development.
  4. The assessment will aid the resident and Program Coordinator in developing a learning action plan for the resident, which will include goals for the resident for subsequent residency rotations and activities.

Resident Self-Assessment of Learning  

Rationale

Self-assessment is important for residents in order to assess how far they have come, what they have learned and what they have accomplished and also to reflect on what they would like to improve on and focus on.  It also assists residents in setting goals and assessing progress towards meeting these goals.  To this end, residents will complete four formal assessments of their learning, in addition to their self-assessments for rotations, presentations and procedure logs.  These assessments are based on the Residency Program Competencies. 

1. Self-Assessments of Prior Learning and Baseline Learning
IH Policies

  1. Residents will complete a Self-Assessment of Previous Experiences and Learning upon acceptance into the Program.  This self-assessment will provide the Program Coordinator with important information about residents' previous experiential rotation experiences and work experience, their program and career goals, their learning style and preferences for elective rotations and vacation.  This information will be used by the Program Coordinator to develop the residents' rotation schedules.
  2. Residents will complete a Self-Assessment of Learning-Baseline during their Program Orientation Rotation.  This assessment is based on the Residency Program Competencies and associated requirements.
  3. The Self-Assessment of Learning-Baseline will be sent to the resident via one45 at the beginning of their Program Orientation Rotation.
  4. Residents will complete this self-assessment in one45.
  5. The Program Coordinator will review the assessment and will discuss it with the resident at their first Meeting with the Program Coordinator.

2. Resident Personal Residency Program Objectives
IH Policies

  1. Residents will outline their residency program objectives during their Program Orientation     Rotation.  When formulating these objectives, residents should consider their previous experience, why they decided to complete a residency and what they would like to accomplish during the residency year.  For each objective, the resident will also outline the steps they will take to achieve the objective.
  2. The Resident Personal Residency Program Objectives form will be sent to the resident via one45 at the beginning of their Program Orientation Rotation.
  3. The Program Coordinator will discuss these objectives with the resident at their first Meeting with the Program Coordinator and throughout the residency year.

3. Resident Career Objectives
IH Policies

  1. Residents will outline their career objectives during their Program Orientation Rotation.  When formulating these objectives, residents should consider their previous experience, why they decided to complete a residency and what they are hoping to accomplish during the residency year.  They should also consider the aspirations that they have for themselves when they have completed their residency.  Their career objectives may change throughout the residency year, as they gain more experience and exposure to different types of pharmacy practice.
  2. The Resident Career Objectives form will be sent to the resident via one45 at the beginning of their Program Orientation Rotation.  
  3. The Program Coordintor will discuss these objectives with the resident at their first Meeting with the Program Coordinator and throughout their residency year.    

4. Formative Self-Assessment of Learning
IH Policies

  1. Residents will complete a Formative Self-Assessment of Learning in January.  The purpose of this assessment is to assess the resident’s progress towards meeting the Residency Program Competencies, and associated requirements, and to identify areas for further focus during the residency year.  This will also be a place to reflect on rotation experiences and residency program activities and to document pearls and reflect on learning related to these experiences.
  2. The Formative Self-Assessment of Learning will be sent to the resident in January via one45.
  3. Residents will complete these self-assessments in one45.
  4. The Program Coordinator and Program Director will review this assessment and will discuss it with the resident as part of the Resident Longitudinal Assessment.

5. Summative Self-Assessment of Learning
IH Policies

  1. Residents will complete a Summative Self-Assessment of Learning within one week of the end of their residency program.  The purpose of this assessment is to assess the resident’s achievement of the Residency Program Competencies and associated requirements.
  2. The Summative Self-Assessment of Learning will be sent to the resident at end of the residency year via one45 by the Program Coordinator.
  3. Residents will complete this self-assessment in one45.
  4. The Program Coordinator will review the assessment.

 

 

-Last updated June 10, 2024