Program evaluation and development
Practice Enhancement Program (PEP) is committed to the ongoing evaluation and development of assessments. It adopts an evidence-based approach that incorporates qualitative, quantitative, and mixed-methods research techniques. This approach relies on licensee feedback to continually improve the program and provides information on processes and procedures as well as intended outcomes following an assessment.
Quality improvement approach
PEP uses a quality improvement approach to develop assessments, create new tools and resources, as well as improve existing ones to support licensees.
The development is guided by:
PEP uses a quality improvement approach to develop assessments, create new tools and resources, as well as improve existing ones to support licensees.
The development is guided by:
Risk-based regulation
PEP developed an 11-factor model that highlights modifiable aspects of practice.
The model identifies:
- risk and protective factors associated with physician performance
- actionable, practice-related factors that support continuous quality improvement
The model is adaptable to reflect changes in the health-care environment and excludes personal characteristics protected under the British Columbia Human Rights Code (e.g. sex and age).
Learn more about the model:
To encourage self-reflection and continuous improvement, PEP relies on the PDSA (plan-do-study-adjust) model to guide licensee quality improvement.
PEP uses the Cambridge model to define performance. This model demonstrates influences across multiple domains that may impact a licensee’s professional performance.
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.