Evaluation of ultrasonographic fetal examination capabilities in perinatology with a programmed assessment approach

Objective: The aim was to establish a programmatic assessment system for evaluating sonographic fetal cardiac examination capabilities of perinatology subspecialty trainees. The system was intended to be structured to include an assessment methodology utilizing a mix of methods of assessment, to monitor trainee progress, and to provide meaningful feedback through mentorship. Method: Before determining the framework for the programmed evaluation, various documents were reviewed to identify the current conjuncture and establish the context. Subsequently, a needs analysis based on obtaining the views of graduates and medical teachers was conducted, using an exploratory sequential mixed methods design. Thematic analysis was carried out for qualitative data. After evaluating the input and construction of deliberate set of longitudinal assessment activities, suggested revisions from external stakeholders regarding the draft were incorporated, resulting in the establishment of the programmed assessment system. Results: Quantitative data revealed low use of 360-degree feedback, intermediate evaluation and portfolio approach. There were also gaps in formative feedback, reflection, and supervision activities. Deficiencies in documentation of trainee progress, need for objective assessment and evaluation, lack of formal written reflection and feedback, requirement for diversified formative assessment methods, mixed opinions on ultrasound simulation, need for more efficient use of portfolio, and emphasis on professionalism and perinatal counseling were the main themes uncovered in thematic analysis. Conclusion: The constructed assessment system within this thesis is proposed to be adapted for further competencies in perinatology subspecialty training with integration into perinatology core curriculum consisting of a programmatic approach.