Abstract
Background:The University of Rwanda is the only African residency to have implemented the pediatric International In-Training Examination (I-ITE) as a tool to monitor resident knowledge acquisition. The objective of this study was to better understand the acceptance and relevance of this exam to residents from this setting and their perceptions regarding this assessment tool.Methods:This is amixed-methods study describing candidate feedback. Immediately on completing the I-ITE residents provided feedback by filling in an electronic questionnaire comprised of four closed Likert questions and an open text box for free-text feedback. Participants were pediatric residents from the University of Rwanda, the only university in Rwanda with a pediatric residency program. Quantitative analysis of the Likert questions was undertaken descriptively using SPSS. Free-text feedback was coded and analysed. No specific guiding theory was used during the qualitative analysis, with coding and analysis undertaken by two researchers.Results:Eighty-four residents completed a total of 213 I-ITE sittings during the five exam cycles undertaken during the study period. Quantitative and qualitative feedback was given by residents during 206 and 160 sittings, giving a response rate of 97% and 75%, respectively. Five themes emerged from the qualitative analysis; 1) undertaking the I-ITE was a positive experience; 2) exam content; 3) formative nature of the assessment; 4) challenges to completing the exam; 5) practicalities to undertaking the exam.Conclusion:Qualitative feedback demonstrates that the I-ITE, a standardized, and independent exam, produced by the American Board of Pediatrics, was valued and well accepted by Rwanda pediatric residents. Its formative nature and the breadth and quality of the questions were reported to positively contribute to the residents' formative development.
Highlights
International In-Training Examination (I-ITE) For four decades, pediatric residents in the United-States (US) have been given an annual In-Training Examination (ITE) as a formative self-assessment instrument[1,2]
This study sought to describe the experiences, satisfaction and acceptability of this online formative assessment within the specific context of Rwandan residents by identifying themes within the written feedback given by Rwandan residents who had taken the I-ITE between 2013 and 2018
Our results suggest that many of our residents did not understand some of the concepts of formative assessment tracking performance over the course of their residency
Summary
International In-Training Examination (I-ITE) For four decades, pediatric residents in the United-States (US) have been given an annual In-Training Examination (ITE) as a formative self-assessment instrument[1,2]. The I-ITE is offered annually by the American Board of Pediatrics (ABP) to training institutions globally to assess core areas of general pediatric knowledge and to gauge trainee knowledge acquisition from year to year. The University of Rwanda is the only African residency to have implemented the pediatric International In-Training Examination (I-ITE) as a tool to monitor resident knowledge acquisition. Five themes emerged from the qualitative analysis; 1) undertaking the I-ITE was a positive experience; 2) exam content; 3) formative nature of the assessment; 4) challenges to completing the exam; 5) practicalities to undertaking the exam. Conclusion: Qualitative feedback demonstrates that the I-ITE, a standardized, and independent exam, produced by the American Board of Pediatrics, was valued and well accepted by Rwanda pediatric residents. Its formative nature and the breadth and quality of the Invited Reviewers 1 version 1
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