scholarly journals Use of a Standardized Patient Exercise to Assess Core Competencies During Fellowship Training

2010 ◽  
Vol 2 (1) ◽  
pp. 111-117 ◽  
Author(s):  
Curtis T. Barry ◽  
Uri Avissar ◽  
Maureen Asebrook ◽  
Michael A. Sostok ◽  
Kenneth E. Sherman ◽  
...  
Keyword(s):  
Patient Care ◽  
Core Competencies ◽  
Medical Knowledge ◽  
Fellowship Training ◽  
Assessment Tools ◽  
First Year ◽  
Standardized Patient ◽  
Self Assessment ◽  
Clinical Competencies ◽  
Level Of Training

Abstract Background The Accreditation Council for Graduate Medical Education requires fellows in many specialties to demonstrate attainment of 6 core competencies, yet relatively few validated assessment tools currently exist. We present our initial experience with the design and implementation of a standardized patient (SP) exercise during gastroenterology fellowship that facilitates appraisal of all core clinical competencies. Methods Fellows evaluated an SP trained to portray an individual referred for evaluation of abnormal liver tests. The encounters were independently graded by the SP and a faculty preceptor for patient care, professionalism, and interpersonal and communication skills using quantitative checklist tools. Trainees' consultation notes were scored using predefined key elements (medical knowledge) and subjected to a coding audit (systems-based practice). Practice-based learning and improvement was addressed via verbal feedback from the SP and self-assessment of the videotaped encounter. Results Six trainees completed the exercise. Second-year fellows received significantly higher scores in medical knowledge (55.0 ± 4.2 [standard deviation], P  =  .05) and patient care skills (19.5 ± 0.7, P  =  .04) by a faculty evaluator as compared with first-year trainees (46.2 ± 2.3 and 14.7 ± 1.5, respectively). Scores correlated by Spearman rank (0.82, P  =  .03) with the results of the Gastroenterology Training Examination. Ratings of the fellows by the SP did not differ by level of training, nor did they correlate with faculty scores. Fellows viewed the exercise favorably, with most indicating they would alter their practice based on the experience. Conclusions An SP exercise is an efficient and effective tool for assessing core clinical competencies during fellowship training.

scholarly journals Advancing Fellowship Training in Selective Pathology: Design and Implementation of the Milestones 2.0

2021 ◽  
Author(s):  
Ian S. Hagemann ◽  
Robin Elliott ◽  
Alexandra Kalof ◽  
Elaine S. Keung ◽  
Ninad Patil ◽  
...  
Keyword(s):  
Patient Care ◽  
Work Group ◽  
Core Competencies ◽  
Medical Knowledge ◽  
Clinical Pathology ◽  
The United States ◽  
Fellowship Training ◽  
Assessment Tools ◽  
Anatomic Pathology ◽  
Knowledge Competencies

Context.— Program requirements for Selective Pathology fellowships in the United States were established by the Accreditation Council for Graduate Medical Education (ACGME) in 2011 to govern fellowships providing advanced training in surgical pathology, focused anatomic pathology, or focused clinical pathology. Selective Pathology entered the ACGME's Next Accreditation System in 2015 with the introduction of the Selective Pathology Milestones 1.0, a set of benchmarks for evaluating fellow progress in each of the 6 ACGME core competencies. In 2019, the ACGME convened a work group for a planned periodic update to these milestones. Objective.— To summarize changes to the Selective Pathology milestones. Design.— The study design featured expert opinion and survey. Results.— The Patient Care milestones for anatomic pathology–focused fellowships contain a renewed emphasis on both gross and microscopic examination, whereas for clinical pathology–focused fellowships, the emphasis is on interpretation of laboratory assays. The milestones for the non–Patient Care, non–Medical Knowledge competencies have been updated to a harmonized set of milestones designed to extend across all specialties and subspecialties. New to the milestones program is a supplemental guide that provides examples, suggested assessment tools, and references to aid in implementation. Public comments were supportive of the changes. Conclusions.— The Milestones 2.0 are set for implementation in July 2021. Updates in the new milestones are aimed at facilitating training and harmonizing evaluation across subspecialties.

scholarly journals Self-Assessment on the Competencies and Reported Improvement Priorities for Pediatrics Residents

2012 ◽  
Vol 4 (4) ◽  
pp. 445-453 ◽  
Author(s):  
Su-Ting T. Li ◽  
Daniel J. Tancredi ◽  
Ann E. Burke ◽  
Ann Guillot ◽  
Susan Guralnick ◽  
...  
Keyword(s):  
Core Competencies ◽  
Medical Knowledge ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cross Sectional ◽  
Individualized Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Level Of Training ◽  
Sectional Analysis

Abstract Background Self-assessment and self-directed learning are essential to becoming an effective physician. Objective To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). Methods We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors “novice” and “proficient” (0–100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. Results A total of 4167 residents completed an ILP in academic year 2009–2010, with residents' ratings improving from advanced beginner (48 on a 0–100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P < .01). Conclusion Residents' self-assessment of their competencies increased by level of training, although residents rated themselves as least competent in medical knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

scholarly journals Relationship Express: A Pilot Program to Teach Anesthesiology Residents Communication Skills

2010 ◽  
Vol 2 (4) ◽  
pp. 600-603 ◽  
Author(s):  
Jeffrey S. Berger ◽  
Benjamin Blatt ◽  
Brian McGrath ◽  
Larrie Greenberg ◽  
Michael J. Berrigan
Keyword(s):  
Communication Skills ◽  
Core Competencies ◽  
Standardized Patients ◽  
Behavior Modeling ◽  
First Year ◽  
Standardized Patient ◽  
Pilot Program ◽  
Self Assessment ◽  
Effective Relationships ◽  
The Relationship

Abstract Background The Accreditation Council for Graduate Medical Education requires residency programs to teach 6 core competencies and to provide evidence of effective standardized training through objective measures. George Washington University's Department of Anesthesiology and Critical Care Medicine implemented a pilot program to address the interpersonal and communication skill competency. In this program, we aimed to pilot the Relationship Express model, a series of exercises in experiential learning to teach anesthesiology residents to build effective relationships with patients in time-limited circumstances. The purpose of this paper is to describe the application of this model for anesthesiology training. Methods A total of 7 first-year clinical anesthesiology residents participated in this pilot study, and 4 residents completed the entire program for analysis purposes. Relationship Express was presented in three 1.5-hour sessions: (1) introduction followed by 2-case, standardized patient pretest with feedback to residents from faculty observers; (2) interpersonal and communication skills didactic workshop with video behavior modeling; and (3) review discussion followed by 2-case, standardized patient posttest and evaluation. Results Modified Brookfield comments revealed the following themes: (1) time constraints were realistic compared with clinical practice; (2) admitting errors with patients was difficult; (3) patients were more aware of body language than anticipated; (4) residents liked the group discussions and the video interview; (5) standardized patients were convincing; and (6) residents found the feedback from faculty and standardized patients helpful. Conclusions Resident retrospective self-assessment and learning comments confirm the potential value of the Relationship Express model. This program will require further assessment and refinement with a larger number of residents.

scholarly journals Use of Standardized Patients in Endocrinology Fellowship Programs to Teach Competent Transgender Care

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Mary O Stevenson ◽  
R Craig Sineath ◽  
J Sonya Haw ◽  
Vin Tangpricha
Keyword(s):  
Health Care ◽  
Patient Care ◽  
Health Care Providers ◽  
Clinical Care ◽  
Medical Knowledge ◽  
Standardized Patients ◽  
Standardized Patient ◽  
Care Providers ◽  
Patient Encounter ◽  
Self Assessment

Abstract Purpose Transgender and gender-nonconforming individuals have unique health care needs and have difficulty accessing health care services because of a lack of qualified health care providers, insurance coverage, mistreatment, and bias by the medical community. Medical trainees and physicians report a lack of education in, and exposure to, the clinical care and unique aspects of this field. We assessed the use of a standardized patient as a tool to evaluate 4 core medical competencies (patient care, medical knowledge, professionalism, and interpersonal communication) of endocrinology fellows at a single training program. Methods Endocrine fellows were evaluated by faculty in different aspects of transgender care and completed a self-assessment before and after the exercise. Faculty viewed the fellows during the Objective Clinical Structured Examination. Fellows were provided feedback by a faculty member and the standardized patient after the exercise. Results Deficits were found in patient care and professionalism. Fellows scored well in medical knowledge. Fellows did not report an improvement in comfort and communication skills after the exercise. Interestingly, fellows’ self-assessment scores in several domains declined after the standardized patient encounter, highlighting an occasion for self-reflection and growth within the realms of cultural competency and medical knowledge. Main conclusions We conclude that use of standardized patients to teach medical competencies in transgender medicine may be one approach to improve exposure to, and training in, transgender medicine. Endocrine fellows still had discomfort treating transgender individuals after the standardized patient encounter and require other training activities that may include didactics and clinical case discussions.

scholarly journals The Implications of Core Competencies for Psychiatric Education and Practice in the US

2003 ◽  
Vol 48 (4) ◽  
pp. 215-221 ◽  
Author(s):  
Stephen C Scheiber ◽  
Thomas AM Kramer ◽  
Susan E Adamowski
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Communication Skills ◽  
Royal College ◽  
Core Competencies ◽  
Medical Knowledge ◽  
Psychiatric Education ◽  
Physician Competence ◽  
The Us ◽  
Parallel Body

Physician competence is a universal concern, one that Canada and the US have addressed in differing, but also in similar, ways. Focusing on the roles physicians play, the Royal College of Physicians and Surgeons of Canada (RCPSC) has implemented a uniform procedure for developing and assessing competencies. The US does not have a parallel body but has instead different organizations responsible for different phases of medical education from residency through practice. These groups are working with 6 categories of core competencies to be used for assessment purposes. The categories are patient care, medical knowledge, interpersonal and communication skills, practice-based learning and improvement, professionalism, and systems-based practice. This article presents the US core competencies for psychiatric practice as they are currently being implemented through the American Board of Psychiatry and Neurology, Inc.

Design, Development and Implantation of Self-Assessment Tools in the Subject of Manufacturing Engineering in Engineering Degrees at the University of Malaga

2016 ◽  
Vol 853 ◽  
pp. 24-29 ◽  
Author(s):  
F.J. Trujillo ◽  
M.J. Martín ◽  
F. Martín ◽  
Lorenzo Sevilla
Keyword(s):  
Evaluation Methods ◽  
Assessment Tools ◽  
First Year ◽  
Design Development ◽  
Self Assessment ◽  
Final Exam ◽  
Weak Points ◽  
The Subject ◽  
Manufacturing Engineering ◽  
The University

At the presented work, the results obtained by the implementation of self-assessment tools in the subject of Manufacturing Engineering are analyzed. This is the first subject that has been taught by the Department of Manufacturing Engineering Processes at the University of Malaga in all new engineering degrees within the EHEA framework. First, weak points related to the criteria, tools and evaluation methods have been identified, which were detected during the first year teaching the subject. In order to improve the academic outcomes, new evaluation methods and additional assessment tools have been developed. For this purpose, ICT based tools have been used to support teaching. Finally, the academic results after its implantation have been compared with those previously obtained. As a result, an increase in the number of students who passed the exams together with an improvement in the average marks has been observed, as well as a reduction in the number of student skipping the final exam.

scholarly journals The analysis of Taiwan emergency physician’s core competencies base on the ACGME idea

2021 ◽  
Author(s):  
Kuo-Fang Hsu ◽  
Ping-Lung Huang ◽  
Tian-Shyug Lee ◽  
Bruce C.Y. Lee
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Communication Skills ◽  
Core Competence ◽  
Core Competencies ◽  
Medical Knowledge ◽  
The Core ◽  
Medical Quality ◽  
Importance Factor ◽  
The Core Competence

Abstract The development of the core competence of physicians is related to the practice of medical quality. As the most important field for cultivating the core competence of physicians, how to achieve the construction and evaluation of core competence is an important issue for medical education and management. This study uses the large core competence framework proposed by the ACGME (Accreditation Council for Graduate Medical Education), and use Fuzzy AHP (FAHP) and DEMANTEL method to analyze the weight and priority, and the cause and effect cluster. Study result shows that the FAHP’s importance factor ranking is (1).patient care (C1) (27.83%), (2).medical knowledge (C2) (20.77%), (3).professionalism (C5) (17.93%), (4). Interpersonal and communication skills (C4) (17.41%), (5). practice-based learning and improvement (C3) (15.52%), and (6). systems-based practice (C6) (8.233%). In terms of DEMANTEL, the effect cluster include Patient Care (C1), Professionalism (C5) and Systems-based practice (C6), and the cause cluster includes Medical Knowledge (C2), Practice-based learning and improvement (C3) and Interpersonal and Communication skills (C4). According to finding, the patient care (C1) is the result of attitude, patience, and other five ACGME Core Competence Items. Therefore, the development of emergency physicians’ also needs humanities and ethics training and practice to follows the practice-based learning (C3). This study demonstrates to show on importance factor in emergency physician’s core competencies cultivate. Furthermore, the current findings can serve as a reference for future research in the other specialists physicians cultivate.

scholarly journals Exposure to ACGME Core Competencies through Mentored Basic Science Research: A Pilot Analysis

2014 ◽  
Vol 1 ◽  
pp. JMECD.S17498
Author(s):  
Jonathan J. Wisco ◽  
Sarika Thakur ◽  
M. Elena Stark
Keyword(s):  
Medical Education ◽  
Los Angeles ◽  
Core Competencies ◽  
Medical Knowledge ◽  
Science Research ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Anatomical Sciences ◽  
Knowledge Practice ◽  
The University

Since 1998, the Short-Term Training Program (STTP) at the David Geffen School of Medicine at the University of California, Los Angeles has nearly tripled (from 30 to 89) in the number of first-year undergraduate medical students participants. STTP supports mentored research projects in the areas of basic sciences, clinical sciences, medical education, and public health (local and international). Although projects can be very specific in scope, the overall experience in STTP exposes students to some, if not all, of the Accreditation Council for Graduate Medical Education (ACGME) six core competencies–-Patient Care, Medical Knowledge, Practice-based Learning and Improvement, Interpersonal and Communication Skills, Professionalism, and Systems-based Practice. Thus, STTP has been an important aspect of medical education to prepare our students for residency programs. We describe and analyze the STTP as a model system to introduce the ACGME core competencies at an early point in undergraduate medical education. We conclude with a call to provide more mentored anatomical sciences basic and clinically applied research opportunities.

scholarly journals A competency framework for librarians involved in systematic reviews

2017 ◽  
Vol 105 (3) ◽  
Author(s):  
Whitney A. Townsend ◽  
Patricia F. Anderson ◽  
Emily C. Ginier ◽  
Mark P. MacEachern ◽  
Kate M. Saylor ◽  
...  
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Clinical Assessment ◽  
Research Methodology ◽  
Literature Search ◽  
Process Management ◽  
Core Competencies ◽  
Assessment Tools ◽  
Communication Research ◽  
Self Assessment

Objective: The project identified a set of core competencies for librarians who are involved in systematic reviews.Methods: A team of seven informationists with broad systematic review experience examined existing systematic review standards, conducted a literature search, and used their own expertise to identify core competencies and skills that are necessary to undertake various roles in systematic review projects.Results: The team identified a total of six competencies for librarian involvement in systematic reviews: “Systematic review foundations,” “Process management and communication,” “Research methodology,” “Comprehensive searching,” “Data management,” and “Reporting.” Within each competency are the associated skills and knowledge pieces (indicators). Competence can be measured using an adaptation of Miller’s Pyramid for Clinical Assessment, either through self-assessment or identification of formal assessment instruments.Conclusions: The Systematic Review Competencies Framework provides a standards-based, flexible way for librarians and organizations to identify areas of competence and areas in need of development to build capacity for systematic review integration. The framework can be used to identify or develop appropriate assessment tools and to target skill development opportunities.

Equivalency? An Analysis of the AACS General Cosmetic Surgery Fellowship Through the Lens of the ACGME 6 Core Competencies

2019 ◽  
Vol 36 (4) ◽  
pp. 176-182
Author(s):  
Angel M. Morales ◽  
Jeffrey B. Marvel
Keyword(s):  
Medical Education ◽  
American Academy ◽  
Patient Care ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Cosmetic Surgery ◽  
Core Competencies ◽  
Medical Knowledge ◽  
Fellowship Program ◽  
Residency Programs

The American Academy of Cosmetic Surgeons (AACS) and American Board of Cosmetic Surgery (ABCS) have developed a 1-year fellowship program in cosmetic surgery with a pathway for board certification. However, attempts by ABCS physicians to advertise as “board certified cosmetic surgeons” have been met with resistance in some states, claiming that this training is not equivalent in scope, content, and duration to training accredited by the Accreditation Council of Graduate Medical Education (ACGME). This has led us to examine the AACS Cosmetic Surgery Fellowship through the lens of the ACGME 6 core competencies and milestones. We conclude that the AACS General Cosmetic Surgery Fellowship meets the ACGME core competencies. Medical knowledge and patient care are the competencies in which it is easiest to demonstrate equivalency to training accredited by the ACGME. Professionalism, systems-based practice, interpersonal communication skills, and practice-based learning are met, although they are more challenging to document. This problem is no different from that faced by ACGME-accredited residency programs and fellowships, who have also found it difficult to measure the competencies independently of one another in a meaningful way.

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