A case for feedback and monitoring assessment in competency‐based medical education

Purpose Within competency‐based medical education, self‐regulated learning (SRL) requires residents to leverage self‐assessment and faculty feedback. We sought to investigate the potential for competency‐based assessments to foster SRL by quantifying the relationship between faculty feedback and entrustment ratings as well as the congruence between faculty assessment and resident self‐assessment. Materials and methods We collected comments in...