Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education

Self-assessment, a personal evaluation of one’s professional attributes and abilities against a perceived norm, has frequently been cited as a necessary component of self-directed learning and the maintenance of competency within regulated health professions, including the medical professions. However, education research literature has consistently shown uninformed personal global assessment of performance to be inaccurate in a variety of contexts, and have limited value in a workplace-based curriculum. Incorporating known standards of performance with internal and external data on the performance improves a learner’s ability to accurately self-assess. Selecting content suitable for self-assessment, providing explicit assessment standards, encouraging feedback-seeking behaviors, supporting a growth mindset, and providing quality feedback in a supportive context are all strategies that can support learner self-assessment, learner engagement in reflection, and action on feedback in Anatomical Pathology graduate medical education.

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Preceptor Development: Providing Effective Feedback

Hospital Pharmacy ◽

10.1310/hpj4801-26 ◽

2013 ◽

Vol 48 (1) ◽

pp. 26-32 ◽

Cited By ~ 19

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

Otolaryngology ◽

10.1177/0194599817737758 ◽

2017 ◽

Vol 158 (1) ◽

pp. 36-42 ◽

Cited By ~ 4

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.

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