High-Quality Feedback Regarding Professionalism and Communication Skills in Otolaryngology Resident Education

2017 ◽  
Vol 158 (1) ◽  
pp. 36-42 ◽  
Author(s):  
Erynne A. Faucett ◽  
Hilary C. McCrary ◽  
Jonnae Y. Barry ◽  
Ahlam A. Saleh ◽  
Audrey B. Erman ◽  
...  
Keyword(s):  
Medical Education ◽  
Interpersonal Communication ◽  
Graduate Medical Education ◽  
Communication Skills ◽  
Resident Education ◽  
Assessment System ◽  
Cochrane Library ◽  
High Quality ◽  
Graduate Medical ◽  
Quality Feedback

Objective The Accreditation Council for Graduate Medical Education (ACGME) requires competency-based education for residents and recommends 5 basic features of high-quality feedback. Our aim was to examine the incorporation of feedback in articles regarding professionalism and interpersonal/communication skills for otolaryngology residency training curriculum. Data Sources PubMed, Embase, ERIC, Cochrane Library, Web of Science, Scopus, and ClinicalTrials.gov . Methods We used studies identified during a systematic review of all indexed years through October 4, 2016. Results Eighteen studies were included in this review. Professionalism was discussed in 16, of which 15 (94%) examined aspects of feedback. Interpersonal/communication skills were the focus of 16 articles, of which 14 16 (88%) discussed aspects of feedback. Our assessment demonstrated that timeliness was addressed in 8 (44%) articles, specificity in 4 (22%), learner reaction and reflection in 4 (22%), action plans in 3 (20%), and balancing reinforcing/corrective feedback in 2 (13%). Two articles did not address feedback, and 6 did not address aspects of high-quality feedback. The ACGME-recommended feedback systems of ADAPT (ask, discuss, ask, plan together) and R2C2 (relationship, reactions, content, and coach) were not reported in any of the studies. Conclusion Feedback is an essential component of graduate medical education and is required by the ACGME milestones assessment system. However, the core feedback components recommended by the ACGME are rarely included in the otolaryngology resident education literature.

scholarly journals Advancing Resident Assessment in Graduate Medical Education

2009 ◽  
Vol 1 (2) ◽  
pp. 278-286 ◽  
Author(s):  
Susan R. Swing ◽  
Stephen G. Clyman ◽  
Eric S. Holmboe ◽  
Reed G. Williams
Keyword(s):  
Medical Education ◽  
Quality Assessment ◽  
Graduate Medical Education ◽  
Method Development ◽  
National Level ◽  
Assessment Methods ◽  
Assessment System ◽  
Educational Outcome ◽  
High Quality ◽  
Graduate Medical

Abstract Background The Outcome Project requires high-quality assessment approaches to provide reliable and valid judgments of the attainment of competencies deemed important for physician practice. Intervention The Accreditation Council for Graduate Medical Education (ACGME) convened the Advisory Committee on Educational Outcome Assessment in 2007–2008 to identify high-quality assessment methods. The assessments selected by this body would form a core set that could be used by all programs in a specialty to assess resident performance and enable initial steps toward establishing national specialty databases of program performance. The committee identified a small set of methods for provisional use and further evaluation. It also developed frameworks and processes to support the ongoing evaluation of methods and the longer-term enhancement of assessment in graduate medical education. Outcome The committee constructed a set of standards, a methodology for applying the standards, and grading rules for their review of assessment method quality. It developed a simple report card for displaying grades on each standard and an overall grade for each method reviewed. It also described an assessment system of factors that influence assessment quality. The committee proposed a coordinated, national-level infrastructure to support enhancements to assessment, including method development and assessor training. It recommended the establishment of a new assessment review group to continue its work of evaluating assessment methods. The committee delivered a report summarizing its activities and 5 related recommendations for implementation to the ACGME Board in September 2008.

scholarly journals Residency Programs' Evaluations of the Competencies: Data Provided to the ACGME About Types of Assessments Used by Programs

2010 ◽  
Vol 2 (4) ◽  
pp. 649-655 ◽  
Author(s):  
Kathleen D. Holt ◽  
Rebecca S. Miller ◽  
Thomas J. Nasca
Keyword(s):  
Medical Education ◽  
Interpersonal Communication ◽  
Graduate Medical Education ◽  
Medical Knowledge ◽  
Residency Programs ◽  
The Public ◽  
Graduate Medical ◽  
Resident Assessment ◽  
Using Data ◽  
Almost All

Abstract Background In 1999, the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project began to focus on resident performance in the 6 competencies of patient care, medical knowledge, professionalism, practice-based learning and improvement, interpersonal communication skills, and professionalism. Beginning in 2007, the ACGME began collecting information on how programs assess these competencies. This report provides information on the nature and extent of those assessments. Methods Using data collected by the ACGME for site visits, we use descriptive statistics and percentages to describe the number and type of methods and assessors accredited programs (n  =  4417) report using to assess the competencies. Observed differences among specialties, methodologies, and assessors are tested with analysis of variance procedures. Results Almost all (>97%) of programs report assessing all of the competencies and using multiple methods and multiple assessors. Similar assessment methods and evaluator types were consistently used across the 6 competencies. However, there were some differences in the use of patient and family as assessors: Primary care and ambulatory specialties used these to a greater extent than other specialties. Conclusion Residency programs are emphasizing the competencies in their evaluation of residents. Understanding the scope of evaluation methodologies that programs use in resident assessment is important for both the profession and the public, so that together we may monitor continuing improvement in US graduate medical education.

scholarly journals CREOGs Over Coffee: Feasibility of an Ob-Gyn Medical Education Podcast by Residents

2020 ◽  
Vol 12 (3) ◽  
pp. 340-343
Author(s):  
Fei Cai ◽  
R. Nicholas Burns ◽  
Bridget Kelly ◽  
B. Star Hampton
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Resident Education ◽  
Obstetrics And Gynecology ◽  
Digital Resources ◽  
Graduate Medical ◽  
Dissemination Of Research ◽  
Resident Learning ◽  
Over Time ◽  
Online Donations

ABSTRACT Background Podcasts and other digital resources are increasingly popular among medical learners and allow the dissemination of research to larger audiences. Little is known about the feasibility of graduate medical education trainees developing podcasts for their own and others' learning. Objective We described the development and implementation of a medical education podcast series by residents for obstetrics and gynecology (Ob-Gyn) resident learning, and demonstrated feasibility, sustainability, and acceptance of this series. Methods We used the Council on Resident Education in Obstetrics and Gynecology (CREOG) educational guidelines to create a weekly study podcast for Ob-Gyn residents over 10 months. Costs and donations (for feasibility), downloads over time (for sustainability), and number of reviews on Apple iTunes and followers on Twitter (for acceptability) were measured. Results Sixty episodes were released from September 30, 2018, to July 28, 2019 (43 weeks). Initial costs included $3,150 startup and $29 monthly. Online donations through Patreon amounted to $200 a month, which covered 58% of startup costs at 10 months and are projected to cover full costs by 1.5 years. The podcast had 173 995 downloads as recorded through Podbean (39 a month in September, increased to 31 206 a month in July). It gained 644 followers on Twitter and 147 ratings on iTunes, with an average of 4.86 out of 5 stars. Conclusions Medical podcasts created by Ob-Gyn residents during their training appear feasible and highly acceptable over a sustained period.

Otolaryngology Resident Education and the Accreditation Council for Graduate Medical Education Core Competencies

2018 ◽  
Vol 144 (4) ◽  
pp. 360 ◽  
Author(s):  
Erynne A. Faucett ◽  
Jonnae Y. Barry ◽  
Hilary C. McCrary ◽  
Ahlam A. Saleh ◽  
Audrey B. Erman ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Resident Education ◽  
Core Competencies ◽  
Accreditation Council ◽  
Graduate Medical

Mapping the Balint groups to the Accreditation Council for Graduate Medical Education family medicine competencies

2017 ◽  
Vol 53 (1-2) ◽  
pp. 47-58 ◽  
Author(s):  
Albert Lichtenstein ◽  
Jumana Antoun ◽  
Chris Rule ◽  
Katherine Knowlton ◽  
Jeffrey Sternlieb
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Graduate Medical Education ◽  
Communication Skills ◽  
Learning Opportunities ◽  
Group Discussions ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Balint Groups ◽  
Balint Group

Introduction Balint group discussions provide learning opportunities for many of the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. The current literature is mixed concerning the effect of Balint groups on communication skills and professionalism. Aim To map the content of the Balint discussion to the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. Methodology: A group who were both experts in Balint and members of the clinical competency committee of residency programs rated narratives that summarized Balint group discussions. Credentialed Leaders of the American Balint Society were invited via email to submit narratives (250 words) about Balint groups that they have led, or were leading, with residents. Results Only four narratives were submitted. Additional cases were recruited through literature review of published Balint discussion cases. A total of 25 cases were rated by the committee. There was agreement between three out of four raters on at least one core milestone in every case. The most frequent milestones were C1 (develops meaningful therapeutic relationships with patients and families), C2 (communicated effectively with patients, families, and public), Prof1 (completes a process of professionalization), and Prof3 (demonstrates humanism and cultural proficiency). Balint groups provided a learning opportunity for a subset of milestones in at least 36% of the cases. Conclusion This pilot research suggests that Balint groups and the discussions of complex and challenging cases provide learning opportunities for multiple family medicine milestones, mainly communication skills and professionalism. Further research is needed to refine the methodology and the rating system.

scholarly journals Preceptor Development: Providing Effective Feedback

2013 ◽  
Vol 48 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Samaneh T. Wilkinson ◽  
Rick Couldry ◽  
Holly Phillips ◽  
Brian Buck
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Significant Role ◽  
Residency Program ◽  
Resident Performance ◽  
Effective Feedback ◽  
Graduate Medical ◽  
Quality Feedback

Feedback plays a significant role in precepting and is indispensable in residency training. As described by the Accreditation Council for Graduate Medical Education, the goal of any postgraduate residency program is to prepare individual trainees to function as qualified practitioners. Although feedback and evaluations have traditionally been synonymous, our goal is to differentiate the two and describe the role of each within resident performance. The goal of this article is to provide preceptors with the tools to provide timely, effective, and quality feedback to residents on a regular basis. Although the focus of this article is on residency training, these concepts can be utilized in student rotations as well.

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