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.
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 .
Using this model led to a .
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.