A mobile application to facilitate implementation of programmatic assessment in anaesthesia training

Marty, Adrian; Braun, Julia; Schick, Carl; Spahn, Donat R.; Breckwoldt, Jan

doi:10.1016/j.bja.2022.02.038

Cited by 10 publications

(10 citation statements)

References 37 publications

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“…Darin lag der Fokus darauf, was die Studierenden in der Zukunft verbessern sollten, um die nächste Stufe (im Sinne eines geringeren Supervisionsbedarfs) zu erreichen. Die dafür benötigte Dauer lag im Bereich der kürzlich publizierten Feedbackdauer für weiterzubildende Ärzt*innen der Anästhesiologie [4]. Dabei konnte der Kurs trotz der längeren Zeit für das Feedback mit den gleichen Inhalten durchgeführt werden wie in der Kontrollgruppe, was als positiv zu bewerten ist.…”

Section: Primäre Zielparameterunclassified

“…Während im sehr gut kontrollierbaren Setting eines curricularen Trainings die im Studienhospital allgegenwärtige Lernkultur auch ohne App zu ergiebigem Feedback führt, ist die Nutzung z. B. einer App für die Stimulation und die Strukturierung im klinischen Alltag essenzieller und könnte zu einem Kulturwandel führen [4,12]. Dazu wären weitere Studien nötig.…”

Section: Primäre Zielparameterunclassified

“…Mobile Applikationen auf Smartphones können hierbei das Feedback unterstützen und den Kulturwandel hin zu einer kompetenzbasierten Lehre fördern. In diesem Zusammenhang konnte in einer aktuellen, prospektiven Untersuchung in der Schweiz gezeigt werden, dass eine mobile Applikation, die kompetenzbasierte Supervisionslevel bei Ärzt*innen in Weiterbildung in der Anästhesiologie erfasste sowie entsprechende Feedbackgespräche dokumentierte, häufig zum Einsatz kam und die hierfür benötigte Zeitdauer gering war [4]. Unter dem Supervisionslevel versteht man den Grad der Selbstständigkeit, mit dem eine Tätigkeit durchgeführt werden kann.…”

Section: Introductionunclassified

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Einfluss und Machbarkeit eines appbasierten Feedbacks im curricularen Szenariotraining der Notfallmedizin: eine prospektive, kontrollierte Observationsstudie

Landwehrt,

Van der Poel,

Brause

et al. 2024

NOTARZT

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ZusammenfassungIm Rahmen der kompetenzbasierten Facharztausbildung wurden bereits Kernkompetenzen im Sinne von Entrustable Professional Activities (EPA) in der Anästhesiologie definiert. Appunterstützte formative Assessments und Feedbacks könnten die Umstellung zu einer kompetenzbasierten Lehre erleichtern.Die Studierenden der Humanmedizin des Wintersemesters 2022/23, die den curricularen Kurs Notfallmedizin 2 der Universitätsklinik Münster besuchten, erhielten entweder im Anschluss an ein Szenariotraining mithilfe einer App ein systematisches oder unsystematisches Feedback.Insgesamt wurden 104 Studierende (50 in der Experimental-, 54 in der Kontrollgruppe) eingeschlossen. Die Evaluationsergebnisse unterschieden sich nicht zwischen beiden Gruppen (p = 0,225). Die Experimental- (14,12 min [± 4,37]) im Vergleich zur Kontrollgruppe (11,15 min [± 3,32]) erhielt im Mittel ein 2,97 min längeres Feedback (p < 0,001). Der Vergleich der Ergebnisse der Selbsteinschätzung des Supervisionslevels zu den Zeitpunkten vor (p = 0,051) und nach dem Kurs (p = 0,134) zeigten keine signifikanten Unterschiede. Für den Vergleich zwischen der Selbst- (durch den Studierenden nach seiner Teamleiterrolle) und Fremdeinschätzung (durch den/die Dozent*in) nach dem Fallbeispiel bestanden keine signifikanten Unterschiede (p = 0,480).Die vorliegende Observationsstudie hat gezeigt, dass ein appbasiertes formatives Feedback implementiert werden kann. Allerdings hatte dies keine Auswirkungen auf die Evaluationsergebnisse der Studierenden bzw. Selbst- und Fremdeinschätzungen zum Supervisionsbedarf.

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Section: Primäre Zielparameterunclassified

Section: Introductionunclassified

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Einfluss und Machbarkeit eines appbasierten Feedbacks im curricularen Szenariotraining der Notfallmedizin: eine prospektive, kontrollierte Observationsstudie

Landwehrt,

Van der Poel,

Brause

et al. 2024

NOTARZT

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“…Competencies and anesthesiology milestones have been defined by the ACGME and are in their second iteration, 15 an online system of curated, peer-reviewed content for anesthesiology training has been developed that can support learner-centric, self-directed engagement, 16 and, at least two research groups have been working to develop EPAs and comprehensive programmatic systems of competency assessment for anesthesiology training. 17,18 Thus, some of the infrastructure to potentially support CBT-TVT in anesthesiology training has been introduced.…”

Section: Glossarymentioning

confidence: 99%

Competency-Based Time-Variable Anesthesiology Residency Training: Identification of Problems and Solutions

Fuller

Ambardekar

Diachun

et al. 2023

Anesthesia &Amp; Analgesia

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BACKGROUND: Global medical education is gradually moving toward more comprehensive implementations of a competency-based education (CBE) model. Elimination of standard time-based training and adoption of time-variable training (competency-based time-variable training [CB-TVT]) is one of the final stages of implementation of CBE. While CB-TVT has been implemented in some programs outside the United States, residency programs in the United States are still exploring this approach to training. The Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties (ABMS) are encouraging member boards and residency review committees to consider innovative ways programs could implement CB-TVT. The goals of this study were to (1) identify potential problems with the implementation of CB-TVT in anesthesiology residency training, (2) rank the importance of the problems and the perceived difficulty of solving them, and (3) develop proposed solutions to the identified problems. METHODS: Study participants were recruited from key stakeholder groups in anesthesiology education, including current or former program directors, department chairs, residents, fellows, American Board of Anesthesiology (ABA) board members, ACGME residency review committee members or ACGME leaders, designated institutional officials, residency program coordinators, clinical operations directors, and leaders of large anesthesiology community practice groups. This study was conducted in 2 phases. In phase 1, survey questionnaires were iteratively distributed to participants to identify problems with the implementation of CB-TVT. Participants were also asked to rank the perceived importance and difficulty of each problem and to identify relevant stakeholder groups that would be responsible for solving each problem. In phase 2, surveys focused on identifying potential solutions for problems identified in phase 1. RESULTS: A total of 36 stakeholders identified 39 potential problems, grouped into 7 major categories, with the implementation of CB-TVT in anesthesiology residency training. Of the 39 problems, 19 (48.7%) were marked as important or very important on a 5-point scale and 12 of 19 (63.2%) of the important problems were marked as difficult or very difficult to solve on a 5-point scale. Stakeholders proposed 165 total solutions to the identified problems. CONCLUSIONS: CB-TVT is a promising educational model for anesthesiology residency, which potentially results in learner flexibility, individualization of curricula, and utilization of competencies to determine learner advancement. Because of the potential problems with the implementation of CB-TVT, it is important for future pilot implementations of CB-TVT to document realized problems, efficacy of solutions, and effects on educational outcomes to justify the burden of implementing CB-TVT.

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“…Thus, EPAs are well aligned with faculty concepts of trainee competence—how much do they trust the trainee to perform the task 5. EPAs have been successfully piloted in anesthesiology residency programs 6 7. EPAs can serve as the cornerstone of assessments within a programmatic system of assessment designed to address all of the milestones and learning outcomes in a CBME training program 8…”

Section: Introductionmentioning

confidence: 99%

Development of entrustable professional activities for regional anesthesia and pain medicine fellowship training

Porter

Prendiville

Allen

et al. 2022

Reg Anesth Pain Med

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IntroductionThe Accreditation Council for Graduate Medical Education (ACGME) offers descriptions of competencies and milestones but does not provide standardized assessments to track trainee competency. Entrustable professional activities (EPAs) and special assessments (SAs) are emerging methods to assess the level of competency obtained by regional anesthesiology and acute pain medicine (RAAPM) fellows.MethodsA panel of RAAPM physicians with experience in education and competency assessment and one medical student were recruited to participate in a modified Delphi method with iterative rounds to reach consensus on: a list of EPAs, SAs, and procedural skills; detailed definitions for each EPA and SA; a mapping of the EPAs and SAs to the ACGME milestones; and a target level of entrustment for graduating US RAAPM fellows for each EPA and procedural skill. A gap analysis was performed and a heat map was created to cross-check the EPAs and SAs to the ACGME milestones.ResultsParticipants in EPA and SA development included 19 physicians and 1 medical student from 18 different programs. The Delphi rounds yielded a final list of 23 EPAs, a defined entrustment scale, mapping of the EPAs to ACGME milestones, and graduation targets. A list of 73 procedural skills and 7 SAs were similarly developed.DiscussionA list of 23 RAAPM EPAs, 73 procedural skills, and 7 SAs were created using a rigorous methodology to reach consensus. This framework can be utilized to help assess RAAPM fellows in the USA for competency and allow for meaningful performance feedback.

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A mobile application to facilitate implementation of programmatic assessment in anaesthesia training

Cited by 10 publications

References 37 publications

Einfluss und Machbarkeit eines appbasierten Feedbacks im curricularen Szenariotraining der Notfallmedizin: eine prospektive, kontrollierte Observationsstudie

Einfluss und Machbarkeit eines appbasierten Feedbacks im curricularen Szenariotraining der Notfallmedizin: eine prospektive, kontrollierte Observationsstudie

Competency-Based Time-Variable Anesthesiology Residency Training: Identification of Problems and Solutions

Development of entrustable professional activities for regional anesthesia and pain medicine fellowship training

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