scholarly journals Better Decision-Making: Shared Mental Models and the Clinical Competency Committee

2021 ◽  
Vol 13 (2s) ◽  
pp. 51-58
Author(s):  
Laura Edgar ◽  
M. Douglas Jones ◽  
Braden Harsy ◽  
Morgan Passiment ◽  
Karen E. Hauer
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Mental Models ◽  
Graduate Medical Education ◽  
Shared Mental Models ◽  
Clinical Competency ◽  
Review Of The Literature ◽  
Graduate Medical ◽  
Team Functioning ◽  
Clinical Competency Committee

ABSTRACT Background Shared mental models (SMMs) help groups make better decisions. Clinical competency committees (CCCs) can benefit from the development and use of SMMs in their decision-making as a way to optimize the quality and consistency of their decisions. Objective We reviewed the use of SMMs for decision making in graduate medical education, particularly their use in CCCs. Methods In May 2020, the authors conducted a narrative review of the literature related to SMMs. This review included the SMM related to teams, team functioning, CCCs, and graduate medical education. Results The literature identified the general use of SMMs, SMMs in graduate medical education, and strategies for building SMMs into the work of the CCC. Through the use of clear communication and guidelines, and a shared understanding of goals and expectations, CCCs can make better decisions. SMMs can be applied to Milestones, resident performance, assessment, and feedback. Conclusions To ensure fair and robust decision-making, the CCC must develop and maintain SMMs through excellent communication and understanding of expectations among members.

scholarly journals Mechanical Ventilation Training During Graduate Medical Education: Perspectives and Review of the Literature

2019 ◽  
Vol 11 (4) ◽  
pp. 389-401 ◽  
Author(s):  
Jonathan M. Keller ◽  
Dru Claar ◽  
Juliana Carvalho Ferreira ◽  
David C. Chu ◽  
Tanzib Hossain ◽  
...  
Keyword(s):  
Mechanical Ventilation ◽  
Medical Education ◽  
Critical Care ◽  
Best Practices ◽  
Graduate Medical Education ◽  
Assessment Tools ◽  
Critical Care Medicine ◽  
Subspecialty Training ◽  
Review Of The Literature ◽  
Graduate Medical

ABSTRACT Background Management of mechanical ventilation (MV) is an important and complex aspect of caring for critically ill patients. Management strategies and technical operation of the ventilator are key skills for physicians in training, as lack of expertise can lead to substantial patient harm. Objective We performed a narrative review of the literature describing MV education in graduate medical education (GME) and identified best practices for training and assessment methods. Methods We searched MEDLINE, PubMed, and Google Scholar for English-language, peer-reviewed articles describing MV education and assessment. We included articles from 2000 through July 2018 pertaining to MV education or training in GME. Results Fifteen articles met inclusion criteria. Studies related to MV training in anesthesiology, emergency medicine, general surgery, and internal medicine residency programs, as well as subspecialty training in critical care medicine, pediatric critical care medicine, and pulmonary and critical care medicine. Nearly half of trainees assessed were dissatisfied with their MV education. Six studies evaluated educational interventions, all employing simulation as an educational strategy, although there was considerable heterogeneity in content. Most outcomes were assessed with multiple-choice knowledge testing; only 2 studies evaluated the care of actual patients after an educational intervention. Conclusions There is a paucity of information describing MV education in GME. The available literature demonstrates that trainees are generally dissatisfied with MV training. Best practices include establishing MV-specific learning objectives and incorporating simulation. Next research steps include developing competency standards and validity evidence for assessment tools that can be utilized across MV educational curricula.

scholarly journals Gender Bias in Resident Assessment in Graduate Medical Education: Review of the Literature

2019 ◽  
Vol 34 (5) ◽  
pp. 712-719 ◽  
Author(s):  
Robin Klein ◽  
◽  
Katherine A. Julian ◽  
Erin D. Snyder ◽  
Jennifer Koch ◽  
...  
Keyword(s):  
Medical Education ◽  
Gender Bias ◽  
Graduate Medical Education ◽  
Review Of The Literature ◽  
Graduate Medical ◽  
Resident Assessment ◽  
Education Review

scholarly journals Technology-assisted education in graduate medical education: a review of the literature

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Sharhabeel Jwayyed ◽  
Kirk A Stiffler ◽  
Scott T Wilber ◽  
Alison Southern ◽  
John Weigand ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Review Of The Literature ◽  
Graduate Medical

scholarly journals Ensuring Resident Competence: A Narrative Review of the Literature on Group Decision Making to Inform the Work of Clinical Competency Committees

2016 ◽  
Vol 8 (2) ◽  
pp. 156-164 ◽  
Author(s):  
Karen E. Hauer ◽  
Olle ten Cate ◽  
Christy K. Boscardin ◽  
William Iobst ◽  
Eric S. Holmboe ◽  
...  
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Organizational Behavior ◽  
Group Decision Making ◽  
Group Decision ◽  
Group Processes ◽  
Narrative Review ◽  
Clinical Competency ◽  
Review Of The Literature ◽  
Education Psychology

ABSTRACT  The expectation for graduate medical education programs to ensure that trainees are progressing toward competence for unsupervised practice prompted requirements for a committee to make decisions regarding residents' progress, termed a clinical competency committee (CCC). The literature on the composition of these committees and how they share information and render decisions can inform the work of CCCs by highlighting vulnerabilities and best practices.Background  We conducted a narrative review of the literature on group decision making that can help characterize the work of CCCs, including how they are populated and how they use information.Objective  English language studies of group decision making in medical education, psychology, and organizational behavior were used.Methods  The results highlighted 2 major themes. Group member composition showcased the value placed on the complementarity of members' experience and lessons they had learned about performance review through their teaching and committee work. Group processes revealed strengths and limitations in groups' understanding of their work, leader role, and information-sharing procedures. Time pressure was a threat to the quality of group work.Results  Implications of the findings include the risks for committees that arise with homogeneous membership, limitations to available resident performance information, and processes that arise through experience rather than deriving from a well-articulated purpose of their work. Recommendations are presented to maximize the effectiveness of CCC processes, including their membership and access to, and interpretation of, information to yield evidence-based, well-reasoned judgments.Conclusions

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