Table 1
List of Key Articles.
| El-Haddad C, Damodaran A, McNeil HP, Hu W. A patient-centered approach to developing entrustable professional activities. Acad Med. 2017;92(6):800–8. *An empirical article on the topic of interest, with a comprehensive list of references. Khalife R, Gupta M, Gonsalves C, Park YS, Riddle J, Tekian A, Horsley T. Patient involvement in assessment of postgraduate medical learners: a scoping review. Med Educ. 2022;56(6):602–13. *A recently published knowledge synthesis on the topic that offered a great stepping stone to explore the literature with a different question. Malau-Aduli BS. Patient involvement in assessment: how useful is it? Med Educ. 2022;56(6):590. *A recent empirical article on the topic published in a top tier journal. Moreau K, Eady K, Jabbour M. Patient involvement in resident assessment within the Competence by Design context: a mixed-methods study. Can Med Educ J. 2019;10(1):e84–102. *An empirical article on the topic of interest, with a comprehensive list of references. Sebok-Syer SS, Gingerich A, Holmboe ES, Lingard L, Turner DA, Schumacher DJ. Distant and hidden figures: foregrounding patients in the development, content, and implementation of entrustable professional activities. Acad Med. 2021;96(7 Suppl):S76–80. *A position paper that explored and proposed new ways of thinking about the integration of real patients in the assessment of trainees. Ten Cate O. Entrustment decisions: bringing the patient into the assessment equation. Acad Med. 2017;92(6):736–8. *This manuscript was included since Pr Ten Cate is a leading thinking in the field of entrustment decisions and we wanted to include his point of view and references as a starting point for our exploration of the topic. |
Figure 1
Manuscript screening.
Table 2
Summary of the three discourses.
| SURVEY-FILLERS | FEEDBACK PROVIDERS | PART OF PROGRAMMATIC ASSESSMENT | |
|---|---|---|---|
| Defining characteristic | Accreditation norm to be filled | Training towards patient-centered care | Providing a holistic perspective |
| Ways in which patients participate | Filling out satisfaction surveys | Contributors to trainee development towards competent physicians | Potentially contributing at several moments of the conceptualization, implementation, administration and evaluation of assessment |
| Focus | Number of surveys required for acceptable reliability | Structuring feedback and making it accessible for trainees | Recognition of patients’ necessary complementary expertise |
| What is made possible | Meeting accreditation requirements | A catalytic effect on trainees’ development and acquisition of communication and interpersonal skills | A more holistic view of performance/ability/care that values the patient perspective |
| Challenges | Feasibility and return on investment | Trainee receptivity | Determining what can be assessed, when and how |