scholarly journals The Relationship Between Faculty Performance Assessment and Results on the In-Training Examination for Residents in an Emergency Medicine Training Program

2013 ◽  
Vol 5 (4) ◽  
pp. 582-586 ◽  
Author(s):  
James G. Ryan ◽  
David Barlas ◽  
Simcha Pollack
Keyword(s):  
Emergency Medicine ◽  
Clinical Performance ◽  
Intraclass Correlation ◽  
Faculty Evaluation ◽  
Medical Knowledge ◽  
Cross Sectional ◽  
Faculty Evaluations ◽  
Resident Performance ◽  
Faculty Assessments ◽  
The Relationship

Abstract Background Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. Objective We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. Methods We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. Results We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68–0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Conclusions Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level.

scholarly journals Evaluation of a new clinical performance assessment tool : A reliability study

2012 ◽  
Vol 68 (3) ◽  
Author(s):  
C. Joseph ◽  
J. Frantz ◽  
C. Hendricks ◽  
M. Smith
Keyword(s):  
Clinical Practice ◽  
Performance Assessment ◽  
Internal Consistency ◽  
Quantitative Research ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Intraclass Correlation ◽  
Cross Sectional ◽  
Clinical Educators ◽  
Clinical Performance Assessment

Clinical practice is an essential requirement of any graduatephysiotherapy programme. For this purpose, valid and reliable assessment toolsare paramount for the measurement of key competencies in the real-worldsetting. This study aims to determine the internal consistency and inter-raterreliability of a newly developed and validated clinical performance assessmentform. A cross-sectional quantitative research design was used, which includedpaired evaluations of 32 (17 treatment and 15 assessment) student examinationsperformed by two independent clinical educators. Chronbachs alpha was computedto assess internal consistency and intraclass correlation coefficient (ICC’s) withconfidence intervals of 95% were computed to determine the percentage agreement between paired examiners. Thedegree of internal consistency was substantial for all key performance areas of both examinations, except for timeand organisational management (0.21) and professionalism (0.42) in the treatment and evaluation examinationsrespectively. The overall internal consistency was 0.89 and 0.73 for both treatment and assessment examinations,indicating substantial agreement. With regard to agreement between raters, the ICC’s for the overall marks were0.90 and 0.97 for both treatment and assessment examinations. Clinical educators demonstrated a high level ofreliability in the assessment of students’ competence using the newly developed clinical performance assessment form.These findings greatly underscore the reliability of results obtained through observation of student examinations, andadd another tool to the basket of ensuring quality assurance in physiotherapy clinical practice assessment.

scholarly journals MP51: The relationship between entrustment scores in the simulated and workplace environments among emergency medicine residents

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S61-S61 ◽  
Author(s):  
N. Prudhomme ◽  
M. O'Brien ◽  
M. McConnell ◽  
N. Dudek ◽  
W. Cheung
Keyword(s):  
Emergency Medicine ◽  
Clinical Performance ◽  
Interobserver Reliability ◽  
Workplace Performance ◽  
Clinical Supervisors ◽  
Professional Activities ◽  
Simulation Performance ◽  
Within Subjects ◽  
The Relationship ◽  
Simulation Environments

Introduction: The Emergency Medicine Specialty Committee of the Royal College of Physicians and Surgeons of Canada (RCPSC) has specified that resuscitation Entrustable Professional Activities (EPAs) can be assessed in either the workplace or simulation environments; however, there is minimal evidence that such clinical performance correlates. We sought to determine the relationship between assessments in the workplace versus simulation environments among junior emergency medicine residents. Methods: We conducted a prospective observational study to compare workplace and simulation resuscitation performance among all first-year residents (n = 9) enrolled in the RCPSC-Emergency Medicine program at the University of Ottawa. All scores from Foundations EPA #1 (F1) were collected during the 2018-2019 academic year; this EPA focuses on initiating and assisting in the resuscitation of critically ill patients. Workplace performance was assessed by clinical supervisors by direct observation during clinical shifts. Simulation performance was assessed by trained simulation educators during regularly-scheduled sessions. We present descriptive statistics and within-subjects analyses of variance. Results: We collected a total of 104 workplace and 36 simulation assessments. Interobserver reliability of simulation assessments was high (ICC = 0.863). We observed no correlation between mean EPA scores assigned in the workplace and simulation environments (Spearman's rho=−0.092, p = 0.813). Scores in both environments improved significantly over time (F(1,8) = 18.79, p < 0.001, ηp2 = 0.70), from 2.9(SD = 1.2) in months 1-4 to 3.5(0.2) in months 9-12 (p = 0.002). Workplace scores (3.4(0.1)) were consistently higher than simulation scores (2.9(0.2)) (F(1,8) = 7.16, p = 0.028, ηp2 = 0.47). Conclusion: We observed no correlation between EPA F1 ratings of resuscitation performance between the workplace and simulation environments. Further studies should seek to clarify this relationship to inform our ongoing use of simulation to assess clinical competence.

scholarly journals The Associations Between Residents' Behavior and the Thomas-Kilmann Conflict MODE Instrument

2010 ◽  
Vol 2 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Dotun Ogunyemi ◽  
Susie Fong ◽  
Geoff Elmore ◽  
Devra Korwin ◽  
Ricardo Azziz
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Faculty Evaluation ◽  
Medical Knowledge ◽  
Problem Based Learning ◽  
Learning System ◽  
P Value ◽  
Faculty Evaluations ◽  
Positive Correlations ◽  
Knowledge Communication

Abstract Objective To assess if the Thomas-Kilmann Conflict MODE Instrument predicts residents’ performance. Study Design Nineteen residents were assessed on the Thomas-Kilmann conflict modes of competing, collaborating, compromising, accommodating, and avoiding. Residents were classified as contributors (n  =  6) if they had administrative duties or as concerning (n  =  6) if they were on remediation for academic performance and/or professionalism. Data were compared to faculty evaluations on the Accreditation Council for Graduate Medical Education (ACGME) competencies. P value of &lt; .05 was considered significant. Results Contributors had significantly higher competing scores (58% versus 17%; P  =  .01), with lower accommodating (50% versus 81%; P 5 .01) and avoiding (32% versus 84%; P  =  .01) scores; while concerning residents had significantly lower collaborating scores (10% versus 31%; P  =  .01), with higher avoiding (90% versus 57%; P  =  .006) and accommodating (86% versus 65%; P  =  .03) scores. There were significant positive correlations between residents’ collaborating scores with faculty ACGME competency evaluations of medical knowledge, communication skills, problem-based learning, system-based practice, and professionalism. There were also positive significant correlations between compromising scores and faculty evaluations of problem-based learning and professionalism with negative significant correlations between avoiding scores and faculty evaluations of problem-based learning, communication skills and professionalism. Conclusions Residents who successfully execute administrative duties are likely to have a Thomas-Kilmann profile high in collaborating and competing but low in avoiding and accommodating. Residents who have problems adjusting are likely to have the opposite profile. The profile seems to predict faculty evaluation on the ACGME competencies.

scholarly journals Correlation between Students’ Self-Efficacy and Teachers’ Educational Leadership Style in Iranian Midwifery Students

2015 ◽  
Vol 8 (7) ◽  
pp. 260 ◽  
Author(s):  
Zohreh Sohrabi ◽  
Masoomeh Kheirkhah ◽  
Elahe Sadegi Sahebzad ◽  
Seyedehsahel Rasoulighasemlouei ◽  
Siamak Khavandi
Keyword(s):  
Data Collection ◽  
Leadership Style ◽  
Self Efficacy ◽  
Clinical Performance ◽  
Correlation Study ◽  
P Value ◽  
Cross Sectional ◽  
Science Degree ◽  
Complete Work ◽  
The Relationship

<p><strong>BACKGROUND:</strong> Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers’ leadership style and students’ self-efficacy in midwifery students.</p><p><strong>METHOD:</strong> This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker’s scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05<strong>.</strong></p><p><strong>RESULT: </strong>Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers’ leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p&lt;0.05).</p><p><strong>CONCLUSIONS:</strong> Results showed that transformational style is appropriate for midwifery teachers.</p>

scholarly journals Team-based learning (TBL): An Argument for Faculty's Evaluation

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Clark D. Kebodeaux ◽  
Scott Martin Vouri ◽  
Peter D. Hurd
Keyword(s):  
Academic Performance ◽  
Current Literature ◽  
Positive Impact ◽  
Faculty Evaluation ◽  
Cross Sectional ◽  
Faculty Evaluations ◽  
Team Based Learning ◽  
Educational Information

Team-based learning (TBL) is increasingly used for presenting educational information to students in colleges of pharmacy. Several studies have shown a positive impact on students both in terms of academic performance and comprehension. Current literature does not provide the full perspective of faculty, who are incorporating this methodology into the classroom. Cross-sectional surveys and commentary within manuscripts describe mixed findings regarding the faculty's perception of TBL. The aims of this paper are: 1) to describe why faculty evaluation of TBL is important, 2) to outline variables for consideration in faculty evaluations of TBL, and 3) to describe uses for the data from faculty evaluation of TBL.   Type: Idea Paper

Learning Outcomes of an International Training Course on Mechanical Cardiopulmonary Resuscitation Device Use for Emergency Medicine Residents

2021 ◽  
Vol 104 (Suppl. 1) ◽  
pp. S12-S15
Keyword(s):  
Emergency Medicine ◽  
Cardiopulmonary Resuscitation ◽  
Learning Outcomes ◽  
Medical Knowledge ◽  
Internship And Residency ◽  
Cross Sectional Study ◽  
Equipment Management ◽  
Cross Sectional ◽  
Training Course ◽  
Device Use

Background: The present study was conducted to assess the learning outcomes of mechanical cardiopulmonary resuscitation device training course for emergency medicine residents from Laos. The course was part of a collaborative project among Tsukuba University in Japan, the University of Health Sciences in Laos, and Khon Kaen University in Thailand. Objective: To evaluate the learning outcomes a mechanical cardiopulmonary resuscitation device course for emergency medicine residents. Materials and Methods: The cross-sectional study was conducted in emergency medicine residents from Laos who participated in a training course on the use of mechanical cardiopulmonary resuscitation devices, which took place between January and March 2020 at the Srinagarind Hospital emergency department (ED). Assessment exams for individually with standard checklists for Thais’ emergency medicine residents. Results: A total of eight emergency medicine residents from Laos were enrolled. The mean age was 33.7+3.5 years, and 62.5% (n = 5) of the participants were female. We found that participants’ mean score had increased from 4 to 8 points after the training course (p = 0.010). Participants rated the ease of the procedure as 8 out of 10 (1: very difficult). Conclusion: The mechanical cardiopulmonary resuscitation device training course was successful in terms of sharing both medical knowledge and equipment management techniques. Keywords: Internship and Residency, Laos, Cardiopulmonary resuscitation, Emergency medicine

scholarly journals Examining self-reported and biological stress and near misses among Emergency Medicine residents: a single-centre cross-sectional assessment in the USA

BMJ Open ◽  
2017 ◽  
Vol 7 (8) ◽  
pp. e016479 ◽  
Author(s):  
Bengt B Arnetz ◽  
Philip Lewalski ◽  
Judy Arnetz ◽  
Karen Breejen ◽  
Karin Przyklenk
Keyword(s):  
Emergency Medicine ◽  
Critically Ill ◽  
Clinical Performance ◽  
Secondary Outcome ◽  
Necrosis Factor Alpha ◽  
Cross Sectional ◽  
Near Misses ◽  
Biological Stress ◽  
Number Of Patients ◽  
Tnf Α

ObjectivesTo examine the relationship between perceived and biological stress and near misses among Emergency Medicine residents.DesignSelf-rated stress and stress biomarkers were assessed in residents in Emergency Medicine before and after a day shift. The supervising physicians and residents reported numbers of near misses.SettingThe study took place in the Emergency Department of a large trauma 1 centre, located in Detroit, USA.ParticipantsResidents in Emergency Medicine volunteered to participate. The sample consisted of 32 residents, with complete data on 28 subjects. Residents’ supervising physicians assessed the clinical performance of each resident.Primary and secondary outcome measuresParticipants’ preshift and postshift stress, biological stress (salivary cortisol, plasma interleukin-6, tumour necrosis factor-alpha (TNF-α) and high-sensitivity C-reactive protein), residents’ and supervisors’ reports of near misses, number of critically ill and patients with trauma seen during the shift.ResultsResidents’ self-reported stress increased from an average preshift level of 2.79 of 10 (SD 1.81) to a postshift level of 5.82 (2.13) (p<0.001). Residents cared for an average of 2.32 (1.52) critically ill patients and 0.68 (1.06) patients with trauma. Residents reported a total of 7 near misses, compared with 11 reported by the supervising physicians. After controlling for baseline work-related exhaustion, residents that cared for more patients with trauma and had higher levels of TNF-α reported a higher frequency of near misses (R2=0.72; p=0.001). Residents’ preshift ratings of how stressful they expected the shift to be were related to the supervising physicians’ ratings of residents’ near misses during the shift.ConclusionResidents’ own ratings of near misses were associated with residents’ TNF-α, a biomarker of systemic inflammation and the number of patients with trauma seen during the shift. In contrast, supervisor reports on residents’ near misses were related only to the residents’ preshift expectations of how stressful the shift would be.

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