PPEP evaluation and development

Evaluation supports PPEP development, taking an evidence-based approach and incorporating qualitative, quantitative, and mixed-methods research techniques. It provides information on program processes as well as intended outcomes, relying on participant feedback to continually improve the program. 

Quality improvement approach

The PPEP uses a quality improvement model to develop the assessments and new tools, as well as improve on existing ones to support registrants.

The development is guided by:

To encourage self-reflection and continuous improvement, the PPEP relies on the PDSA (plan-do-study-adjust) model to guide registrant quality improvement. 

The PPEP uses the Cambridge model to define performance. This model demonstrates influences across multiple domains that may impact a registrant’s professional performance.

Cambridge model

The Cambridge model for delineating performance and competence (Rethans, J. J., Norcini, J. J., Barón-Maldonado, M., Blackmore, D., Jolly, B. C., LaDuca, T., Lew, S., Page, G. G., & Southgate, L. H. (2002). The relationship between competence and performance: implications for assessing practice performance. Medical education, 36(10), 901–909. https://doi.org/10.1046/j.1365-2923.2002.01316.x)

Peer assessors play a critical role in the assessment process. The program is committed to ongoing assessor feedback training and development using the R2C2 model.

Using this model led to a significant improvement in physicians’ perceptions of their assessment

Program feedback and educational support are provided to help registrants meet appropriate and current standards of practice throughout their professional lives.

The program uses a multi-component approach to provide external evaluation of clinical practice and helps identify unperceived needs. 

Learn more about the feedback