‘Just a checkbox’
Growth mindset and feedback in resident experiences with EPA assessments
Bibliographic Data
| ID | 17620045 |
|---|---|
| Authors | Amanda Hempel (0000-0002-3586-746X, Temerty Faculty of Medicine University of Toronto Toronto Ontario Canada, corresponding author), Justin Boyle (0000-0001-9025-1441, Temerty Faculty of Medicine University of Toronto Toronto Ontario Canada), Anique B H De Bruin (0000-0001-5178-0287, School of Health Professions Education, Department of Educational Development and Research Maastricht University Maastricht The Netherlands), Anique de Bruin (Department of Health), Shiphra Ginsburg (0000-0002-4595-6650, Temerty Faculty of Medicine University of Toronto Toronto Ontario Canada) |
| Year | 2026 |
| Publication date | 2026-04-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 0308-0110 • E-ISSN: 1365-2923 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/medu.70234 |
| PMID | 42059672 |
| OpenAlex | W7158834031 |
| Language | EN |
| References cited | 35 |
INTRODUCTION: There have been consistent reports of tension between the dual goals of assessment of learning and assessment for learning in competency-based medical education. This is exemplified by assessments of Entrustable Professional Activities where trainees report a focus on assessment of learning and engaging in performance-oriented behaviours that undermine meaningful assessment. It has been proposed that fostering a growth mindset amongst trainees may encourage use of EPA assessments for learning. This study aimed to explore how trainee mindset interacts with their perception of the role of EPAs in assessment of and for learning. METHODS: We conducted 19 semi-structured interviews of residents enrolled in 12 Canadian specialty post-graduate programmes. Interviews explored residents' experiences with EPAs and their views on how tasks are learned. Transcripts were analysed using reflexive thematic analysis to generate themes. RESULTS: Though most participants described attitudes of a growth mindset and a desire to learn from failure, a minority described attitudes associated with a fixed mindset contributing to avoidance of unsuccessful EPA assessments, suggesting mindset may impact the use of EPA assessments for learning. However, even amongst residents expressing views consistent with a growth mindset, the lack of meaningful feedback on EPA assessments prevented them from being a tool for learning. Participants described a variety of system factors that undermined provision of meaningful feedback and a view that programmes utilised EPA assessments only as a checkbox. DISCUSSION: Even if a growth mindset may promote assessment for learning, a system that results in poor-quality feedback turns EPA-based assessments into an assessment of learning. An assessment system that supports both a culture of growth mindset and high quality of feedback is needed if EPA assessments are to be utilised for assessment for learning
Credibility · Focus group · Mindset · Perception · Reflexivity · Rubric · Thematic analysis · Higher Education Learning Practices · Innovations in Medical Education · Student Assessment and Feedback
Self-theories
Assessment, feedback and the alchemy of learning
A model for programmatic assessment fit for purpose
Viewpoint
A Core Components Framework for Evaluating Implementation of Competency-Based Medical Education Programs
Stakes in the eye of the beholder
Resident Perceptions of Assessment and Feedback in Competency-Based Medical Education
Beware False Growth Mindset
A review to characterise and map the growth mindset theory in health professions education
Resident impression management within feedback conversations
Growth mindset in competency-based medical education
Making sense of competency-based medical education (CBME) literary conversations
The recommended description of an entrustable professional activity
Using thematic analysis in psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |