Validity and Utility of the CanMEDS “Resident as Teacher Multisource Feedback” Assessment Tool for Resident-led Structured Teaching

Abstract

We evaluated the validity of using the CanMEDS Resident as Teacher Multisource Feedback (RaTMSF) assessment tool to gather learner feedback from structured resident-led teaching within the University of Toronto’s postgraduate geriatric medicine residency program. The RaTMSF consists of 10 rated items and narrative comments. Completed RaTMSF evaluations from resident teachers were analyzed by descriptive statistics for internal consistency and interrater reliability, and narrative comments were reviewed for thematic content. Resident teachers were surveyed on the acceptability of the tool to develop teaching competencies. A total of 132 evaluations were collected prospectively from 11 residents from April 2021 to April 2022, and retrospectively from seven graduates from 2016 to 2019. The overall performance rating, 4.75 (SD 0.47), was very positive for all resident teachers. The RaTMSF dem-onstrated high internal consistency with Cronbach’s alpha of 0.97, 95% CI 0.89–0.99 between all 10 items, and good interrater reliability with Fleiss kappa of 0.73 (95% CI 0.13–0.80). The most common themes of narrative comments also captured in the rated items were organization to teach (n=53) and openness to questions (n=36). Written comments regarding delivery style (n=52) and audience interactivity (n=44) were not captured on the rated items. While most resident teachers surveyed found the RaTMSF acceptable to use, we suggest opportunities to improve the RaTMSF by restructuring focus onto written feedback and revising rated items to better reflect themes found in narrative comments. The RaTMSF can be a valuable feedback tool to help residents gather high-quality feedback on their teaching skills.