A first look at the Accreditation Council for Graduate Medical Education anesthesiology milestones: implementation of self-evaluation in a large residency program

Ross, Faith J.; Metro, David G.; Beaman, Shawn T.; Cain, James G.; Dowdy, Monique M.; Apfel, Abraham; Jeong, Jong‐Hyeon; Ibinson, James W.

doi:10.1016/j.jclinane.2015.12.026

Cited by 27 publications

(14 citation statements)

References 8 publications

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“…For example, self-evaluation, which is associated with higher-order cognitive and knowledge processes, is commonplace in many residency programs. [22][23][24] At the same time, most competencies not only neglect the highest levels of cognitive activity but also divest from the lower-order cognitive dimensions. This distribution may have been driven by the laudable goal of bringing students to the taxonomy's applicationbased dimensions as a response to a sense that medical education too often skews toward rote memorization and retention.…”

Section: Medical Educationmentioning

confidence: 99%

Ready for Residency: A Bloomian Analysis of Competency-Based Osteopathic Medical Education

Rosenberger¹,

Skinner²,

Monk³

2017

Journal of Osteopathic Medicine

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Bloom's Taxonomy offers a useful framework for understanding how competency-based osteopathic medical education is organized. Such analysis underscores the importance of attending to the language and construction of competencies to better understand how the language of competencies shapes pedagogic practices and begin a broader conversation about the appropriate use and distribution of lower- and higher-order cognitive processes within competency-based osteopathic medical education.

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Section: Medical Educationmentioning

confidence: 99%

Ready for Residency: A Bloomian Analysis of Competency-Based Osteopathic Medical Education

Rosenberger¹,

Skinner²,

Monk³

2017

Journal of Osteopathic Medicine

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“…Based on their findings of limited variability in milestone scores for residents in the same training year, Peabody and colleagues 12 contend that FM Milestones do not measure the amount of inherent ability possessed by a resident, but instead identify where residents are in their progression through residency, and identify residents with lower milestone scores than peers for possible remediation. This study adds to the growing body of literature that provides concurrent validity evidence that residents with higher levels of training have higher milestone scores, 12,[14][15][16]21,22 and lower milestone scores within a postgraduate year level may identify struggling learners. …”

Section: Relationship To Other Variables: How Do Results From Milestomentioning

confidence: 92%

The Promise of Milestones: Are They Living Up to Our Expectations?

2017

Journal of Graduate Medical Education

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“…Additionally, a study at the University of Mississippi sought to reveal the utility of end-of-shift evaluations of EM residents by clinical faculty. 12 They concluded end-of-shift evaluations “rarely (8%, 372 of 4633) rated a resident as not achieving milestones.” 12 Other studies within anesthesiology, 13 general surgery, 14 and internal medicine 15 residency programs also highlighted the difficulties with evaluating residents and assigning them scores according to the ACGME milestones. Another study by Angus et al 16 surveyed Internal Medicine residents to assess resident perceptions of receiving feedback in the milestone framework.…”

Section: Discussionmentioning

confidence: 99%

Shadowing emergency medicine residents by medical education specialists to provide feedback on non-medical knowledge-based ACGME sub-competencies

Waterbrook

Ellinwood

Pritchard

et al. 2018

AMEP

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ObjectiveNon-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management) are challenging for a supervising emergency medicine (EM) physician to evaluate in real-time on shift while also managing a busy emergency department (ED). This study examines residents’ perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills.MethodsMedical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME) sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones.ResultsTwelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2). Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received milestone scores and narrative feedback on the non-medical knowledge-based ACGME sub-competencies and indicated the shadow experience and subsequent feedback were valuable.ConclusionMedical education specialists who observe residents over the course of an entire shift and evaluate non-medical knowledge-based skills are perceived by EM residents to provide meaningful feedback and add valuable information for the biannual review process.

show abstract

A first look at the Accreditation Council for Graduate Medical Education anesthesiology milestones: implementation of self-evaluation in a large residency program

Cited by 27 publications

References 8 publications

Ready for Residency: A Bloomian Analysis of Competency-Based Osteopathic Medical Education

Ready for Residency: A Bloomian Analysis of Competency-Based Osteopathic Medical Education

The Promise of Milestones: Are They Living Up to Our Expectations?

Shadowing emergency medicine residents by medical education specialists to provide feedback on non-medical knowledge-based ACGME sub-competencies

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