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

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.

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The “Zing Factor”—How Do Faculty Describe the Best Pediatrics Residents?

Journal of Graduate Medical Education ◽

10.4300/jgme-d-13-00146.1 ◽

2014 ◽

Vol 6 (1) ◽

pp. 106-111 ◽

Cited By ~ 10

Author(s):

Glenn Rosenbluth ◽

Bridget O'Brien ◽

Emily M. Asher ◽

Christine S. Cho

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Knowledge Integration ◽

Clinical Skills ◽

Medical Knowledge ◽

Residency Programs ◽

Graduate Medical ◽

Trained Interviewer ◽

And Behaviors ◽

Assessment Strategies

Abstract Background Faculty in graduate medical education programs may not have uniform approaches to differentiating the quality of residents, and reviews of evaluations suggest that faculty use different standards when assessing residents. Standards for assessing residents also do not consistently map to items on evaluation forms. One way to improve assessment is to reach consensus on the traits and behaviors that are (or should be) present in the best residents. Methods A trained interviewer conducted semistructured interviews with faculty affiliated with 2 pediatrics residency programs until content saturation was achieved. Interviewees were asked to describe specific traits present in residents they identify as the best. Interviews were recorded and transcribed. We used an iterative, inductive approach to generate a coding scheme and identify common themes. Results From 23 interviews, we identified 7 thematic categories of traits and behaviors: personality, energy, professionalism, team behaviors, self-improvement behaviors, patient-interaction behaviors, and medical knowledge and clinical skills (including a subcategory, knowledge integration). Most faculty interviewees focused on traits like passion, enthusiasm, maturity, and reliability. Examination score or intelligence was mentioned less frequently than traits and behaviors categorized under personality and professionalism. Conclusions Faculty identified many traits and behaviors in the residents they define as the best. The thematic categories had incomplete overlap with Accreditation Council for Graduate Medical Education (ACGME) and CanMEDS competencies. This research highlights the ongoing need to review our assessment strategies, and may have implications for the ACGME Milestone Project.

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Empathy Can Be Taught, and Patients Teach it Best

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211000346 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110003

Author(s):

Sudhagar Thangarasu ◽

Gowri Renganathan ◽

Piruthiviraj Natarajan

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Core Competencies ◽

Core Competency ◽

Role Modeling ◽

Residency Programs ◽

Graduate Medical ◽

Mixed Messages ◽

Attending Physicians ◽

Medical Education Curriculum

Empathy toward patients is an essential skill for a physician to deliver the best care for any patient. Empathy also protects the physician from moral injury and decreases the chances for malpractice litigations. The current graduate medical education curriculum allows trainees to graduate without getting focused training to develop empathy as a core competency domain. The tools to measure empathy inherently lack validity. The accurate measure of the provider’s empathy comes from the patient’s perspectives of their experience and their feedback, which is rarely reaching the trainee. The hidden curriculum in residency programs gives mixed messages to trainees due to inadequate role modeling by attending physicians. This narrative style manuscript portrays a teachable moment at the bedside vividly. The teaching team together reflected upon the lack of empathy, took steps to resolve the issue. The attending demonstrated role modeling as an authentic and impactful technique to teach empathy. The conclusion includes a proposal to include the patient’s real-time feedback to trainees as an essential domain under Graduate Medical Education core competencies of professionalism and patient care.

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Addressing the Mandate for Hand-off Education

Anesthesiology ◽

10.1097/aln.0000000000000070 ◽

2014 ◽

Vol 120 (1) ◽

pp. 218-229 ◽

Cited By ~ 19

Author(s):

Meghan B. Lane-Fall ◽

Amber K. Brooks ◽

Sara A. Wilkins ◽

Joshua J. Davis ◽

Lee Ann Riesenberg

Keyword(s):

Medical Education ◽

Curriculum Development ◽

Graduate Medical Education ◽

Communication Skill ◽

Skill Development ◽

Anesthesia Resident ◽

Residency Programs ◽

Accreditation Council ◽

Graduate Medical ◽

Hand Off

Abstract The Accreditation Council for Graduate Medical Education requires that residency programs teach residents about handoffs and ensure their competence in this communication skill. Development of hand-off curricula for anesthesia residency programs is hindered by the paucity of evidence regarding how to conduct, teach, and evaluate handoffs in the various settings where anesthesia practitioners work. This narrative review draws from literature in anesthesia and other disciplines to provide recommendations for anesthesia resident hand-off curriculum development and evaluation.

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Educational Experiences Residents Perceive As Most Helpful for the Acquisition of the ACGME Competencies

Journal of Graduate Medical Education ◽

10.4300/jgme-d-11-00058.1 ◽

2012 ◽

Vol 4 (2) ◽

pp. 176-183 ◽

Cited By ~ 7

Author(s):

Lourdes R. Guerrero ◽

Susan Baillie ◽

Paul Wimmers ◽

Neil Parker

Keyword(s):

Medical Education ◽

Los Angeles ◽

Patient Care ◽

Graduate Medical Education ◽

Role Models ◽

Monitoring And Evaluation ◽

Learning Activities ◽

Web Based ◽

Residency Programs ◽

Graduate Medical

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires physicians in training to be educated in 6 competencies considered important for independent medical practice. There is little information about the experiences that residents feel contribute most to the acquisition of the competencies. Objective To understand how residents perceive their learning of the ACGME competencies and to determine which educational activities were most helpful in acquiring these competencies. Method A web-based survey created by the graduate medical education office for institutional program monitoring and evaluation was sent to all residents in ACGME-accredited programs at the David Geffen School of Medicine, University of California-Los Angeles, from 2007 to 2010. Residents responded to questions about the adequacy of their learning for each of the 6 competencies and which learning activities were most helpful in competency acquisition. Results We analyzed 1378 responses collected from postgraduate year-1 (PGY-1) to PGY-3 residents in 12 different residency programs, surveyed between 2007 and 2010. The overall response rate varied by year (66%–82%). Most residents (80%–97%) stated that their learning of the 6 ACGME competencies was “adequate.” Patient care activities and observation of attending physicians and peers were listed as the 2 most helpful learning activities for acquiring the 6 competencies. Conclusion Our findings reinforce the importance of learning from role models during patient care activities and the heterogeneity of learning activities needed for acquiring all 6 competencies.

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The potential impact of graduate medical education policy initiatives on internal medicine residency programs—Response from a survey of program directors

The American Journal of Medicine ◽

10.1016/s0002-9343(97)89481-8 ◽

1996 ◽

Vol 100 (3) ◽

pp. 251-256

Author(s):

Richard E. Rieselbach ◽

Donald L. Libby ◽

Thomas G. Cooney

Keyword(s):

Internal Medicine ◽

Medical Education ◽

Education Policy ◽

Graduate Medical Education ◽

Program Directors ◽

Internal Medicine Residency ◽

Residency Programs ◽

Policy Initiatives ◽

Graduate Medical ◽

Potential Impact

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Virtual Instruction On Demand for Educational Orientation of Graduate Medical Education Trainees During The COVID-19 Pandemic

10.21203/rs.3.rs-737910/v1 ◽

2021 ◽

Author(s):

Scott Holliday ◽

Nasir Hussain ◽

Matthew Lang ◽

Coranita Burt ◽

Amber Clevenger ◽

...

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Course Content ◽

Electronic Survey ◽

Graduate Medical ◽

On Demand ◽

Virtual Instruction ◽

Institutional Learning ◽

Using Data ◽

Survey Responses

Abstract Background: Graduate medical education (GME) orientation is traditionally an in-person endeavor. The COVID-19 pandemic has prompted virtual approaches to trainee onboarding to reduce viral transmission; however, virtual orientation has not been well-described in GME. This study assesses the effectiveness of virtual orientation of GME trainees using data from an electronic survey.Objectives: We aimed to determine the usefulness of virtual instruction on demand for GME trainee onboarding at a large sponsoring institution.Methods: We conducted a retrospective analysis of de-identified electronic survey responses by residents and fellows who underwent GME orientation at our institution from June to August 2020. The primary outcome was to determine the effectiveness of virtual GME orientation for onboarding, and secondary outcomes included identifying barriers to implementation and weaknesses associated with virtual GME orientation. We conducted orientation sessions for the incoming residents and fellows using CarmenCanvas, our institutional learning management system (LMS).Results: 272 of 337 incoming trainees completed the virtual GME orientation survey. 97% of respondents reported that the contents of the orientation modules would help them perform their duties. 79% of trainees rated the overall quality as very good or good, 91% responded that virtual orientation provided effective learning, 94% reported accessing the course content easily, 92% reported easy navigation of the modules, 91% described it as well-organized, and 87% said that the modules supported their learning.Conclusions: Virtual instruction on demand is a safe, effective, and practical approach to resident and fellow onboarding into a GME sponsoring institution in the COVID-19 pandemic era.

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The Canada-Guyana medical education partnership: using videoconferencing to supplement post-graduate medical education among internal medicine trainees

Canadian Medical Education Journal ◽

10.36834/cmej.36845 ◽

2017 ◽

Vol 8 (2) ◽

pp. e18-24 ◽

Cited By ~ 1

Author(s):

William Stokes ◽

Shannon Ruzycki ◽

Ramdeo Jainarine ◽

Debra Isaac ◽

Joanna Cole

Keyword(s):

Internal Medicine ◽

Medical Education ◽

Graduate Medical Education ◽

Medical Residents ◽

Residency Programs ◽

Post Graduate ◽

Graduate Medical ◽

Medical Education Program ◽

Similar Survey ◽

The University

Background: A Guyana-based, internal medicine (IM) post-graduate medical education program was established in 2013. However, lack of formal teaching sessions are barriers to the program’s success.Objective: To describe the partnership between the University of Calgary and the University of Guyana’s internal medicine residency programs (IMRP). This partnership was created to support the Guyana’s IM academic half-day and is characterized by mutually beneficial, resident-led videoconference teaching sessions.Methods: Calgary medical residents volunteered to create and present weekly teaching presentations to Guyanese residents via videoconference. Questionnaires were completed by Guyanese residents and provided to Calgary residents as feedback on their teaching and presentation skills. A similar survey was completed by Calgary residents.Lessons learned: Twenty-four videoconference teaching sessions were conducted over eight months with a total of 191 and 16 surveys completed by Guyana and Calgary residents, respectively. Over 92% of both Guyana and Calgary residents agreed that the sessions enhanced their learning and over 93% reported increased interest in becoming more involved in international collaborations. 88% of Calgary residents felt the sessions improved their teaching skills.Conclusion: The formation of a resident-led, videoconference teaching series is a mutually beneficial partnership for Canadian and Guyanese medical residents and fosters international collaboration in medical education.

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