Development and incorporation of hybrid simulation OSCE into in-training examinations to assess multiple CanMEDS competencies in urologic trainees

Nguyen, Laura; Tardioli, Kim; Roberts, Matthew; Watterson, James

doi:10.5489/cuaj.2366

Cited by 26 publications

(19 citation statements)

References 10 publications

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“…The effect of complimentary food on attendance and arrival times, although statistically significant, is minimal. At the cost of US$46 per additional resident in attendance, we must consider the cost‐effectiveness of providing food in comparison with less flavoursome evidence‐based educational strategies …”

Section: Discussionmentioning

confidence: 99%

“…At the cost of US$46 per additional resident in attendance, we must consider the cost-effectiveness of providing food in comparison with less flavoursome evidence-based educational strategies. [10][11][12] Limitations to our study include: (i) the data were sourced from a single institution; (ii) the use of alternative sources of funding for food, and (iii) its retrospective nature. Benefits may differ by programme based on meal plans, resident appetites and geographic layout.…”

Section: Discussionmentioning

confidence: 99%

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Number needed to eat: pizza and resident conference attendance

Cosimini

Mackintosh

2016

Medical Education

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The didactic conference is a common part of the resident education curriculum. Given the demands of clinical responsibilities and restrictions on duty hours, maximising education is a challenge faced by all residency programmes. To date, little research exists with respect to how the provision of complimentary food affects physician and resident conference attendance. The objective of this study was to determine whether complimentary food improves resident arrival times and attendance at educational conferences and, furthermore, to test whether this provision is a potentially cost-effective tool for improving education. A retrospective review of 36 resident educational Friday noon conferences, including 1043 resident arrivals, was performed. Data were analysed for total attendance, arrival times, number needed to eat (NNE) and the percentage of residents arriving on time, and compared between days on which food was and was not provided. Median attendance was 3.7% higher (p = 0.04) on days on which food was provided, at a cost of US$46 for each additional resident in attendance. Arrival times were also statistically significantly improved when food was provided, with a median improvement of 0.7 minutes (p = 0.02) and an 11.0% increase in on-time arrivals (p < 0.001). The NNE was 10.6. Complimentary food improves both attendance and arrival times by a small, but statistically significant, degree. The provision of complimentary food can be considered as an incentive for attendance and on-time arrival at didactic educational sessions, although more cost-effective modalities may exist.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Number needed to eat: pizza and resident conference attendance

Cosimini

Mackintosh

2016

Medical Education

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“…In total, 12 articles focused on the assessment of health advocacy skills amongst residents. [111][112][113][114][115][116][117][118][119][120][121][122] Many challenges to assessment were identified, including a lack of clarity around the role of the health advocate, a tendency for health advocacy competencies to be observed less frequently than other core competencies, a lack of a specific curriculum for health advocacy training, and a lack of a reference standard for assessment, amongst other issues. 10,115,116 Despite these limitations, researchers have attempted to evaluate assessment tools for the health advocate role.…”

Section: Resident-led or Motivatedmentioning

confidence: 99%

“…10,115,116 Despite these limitations, researchers have attempted to evaluate assessment tools for the health advocate role. Three studies employed objective structured clinical examinations (OSCEs) to assess the CanMEDS health advocate role, 114,117,120 although only one provided evidence to prove moderate efficacy. 120 Other studies have shown that tools such as standardised oral examinations and in-training evaluation reports (ITERs) can be effective in evaluating other CanMEDS roles, but not the health advocate role.…”

Section: Resident-led or Motivatedmentioning

confidence: 99%

The state of health advocacy training in postgraduate medical education: a scoping review

et al. 2019

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Context Health advocacy is an essential component of postgraduate medical education, and is part of many physician competency frameworks such as the Canadian Medical Education Directives for Specialists (CanMEDS) roles. There is little consensus about how advocacy should be taught and assessed in the postgraduate context. There are no consolidated guides to assist in the design and implementation of postgraduate health advocacy curricula. Objectives This scoping review aims to identify and analyse existing literature pertaining to health advocacy education and assessment in postgraduate medicine. We specifically sought to summarise themes from the literature that may be useful to medical educators to inform further health advocacy curriculum interventions. Methods MEDLINE, Embase and ERIC were searched using MeSH (medical student headings) and non‐MeSH search terms. Additional articles were found using forward snowballing. The grey literature search included Google and relevant stakeholder websites, regulatory bodies, physician associations, government agencies and academic institutions. We followed a stepwise scoping review methodology, followed by thematic analysis using an inductive approach. Results Of the 123 documents reviewed in full, five major themes emerged: (i) conceptions of health advocacy have evolved towards advocating with rather than for patients, communities and populations; (ii) longitudinal curricula were less common but appeared the most promising, often linked to scholarly or policy objectives; (iii) hands‐on, immersive opportunities build competence and confidence; (iv) community‐identified needs and partnerships are increasingly considered in designing curriculum, and (v) resident‐led and motivated programmes appear to engage residents and allow for achievement of stated outcomes. There remain significant challenges to assessment of health advocacy competencies, and assessment tools for macro‐level health advocacy were notably absent. Conclusions There is considerable heterogeneity in the way health advocacy is taught, assessed and incorporated into postgraduate curricula across programmes and disciplines. We consolidated recommendations from the literature to inform further health advocacy curriculum design, implementation and assessment.

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“…Hybrid simulation OSCEs have also been used to assess CanMEDS roles in urologic residents where the overall scores for Communicator, Manager, and Health Advocate were similar across all of the residents. Procedural skills scores related to being a Medical Eexpert, however, were found to be higher for the senior residents ( 16 ). Another study found that the SP-based OSCE can be an effective method to assess communication and interpersonal skills of surgical residents in a clinical setting ( 17 ).…”

mentioning

confidence: 94%

An objective structured clinical exam to measure intrinsic CanMEDS roles

Kassam

Cowan

Donnon

2016

Medical Education Online

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BackgroundThe CanMEDS roles provide a comprehensive framework to organize competency-based curricula; however, there is a challenge in finding feasible, valid, and reliable assessment methods to measure intrinsic roles such as Communicator and Collaborator. The objective structured clinical exam (OSCE) is more commonly used in postgraduate medical education for the assessment of clinical skills beyond medical expertise.MethodWe developed the CanMEDS In-Training Exam (CITE), a six-station OSCE designed to assess two different CanMEDS roles (one primary and one secondary) and general communication skills at each station. Correlation coefficients were computed for CanMEDS roles within and between stations, and for general communication, global rating, and total scores. One-way analysis of variance (ANOVA) was used to investigate differences between year of residency, sex, and the type of residency program.ResultsIn total, 63 residents participated in the CITE; 40 residents (63%) were from internal medicine programs, whereas the remaining 23 (37%) were pursuing other specialties. There was satisfactory internal consistency for all stations, and the total scores of the stations were strongly correlated with the global scores r=0.86, p<0.05. Noninternal medicine residents scored higher in terms of the Professional competency overall, whereas internal medicine residents scored significantly higher in the Collaborator competency overall.DiscussionThe OSCE checklists developed for the assessment of intrinsic CanMEDS roles were functional, but the specific items within stations required more uniformity to be used between stations. More generic types of checklists may also improve correlations across stations.ConclusionAn OSCE measuring intrinsic competence is feasible; however, further development of our cases and checklists is needed. We provide a model of how to develop an OSCE to measure intrinsic CanMEDS roles that educators may adopt as residency programs move into competency-based medical education.

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Development and incorporation of hybrid simulation OSCE into in-training examinations to assess multiple CanMEDS competencies in urologic trainees

Cited by 26 publications

References 10 publications

Number needed to eat: pizza and resident conference attendance

Number needed to eat: pizza and resident conference attendance

The state of health advocacy training in postgraduate medical education: a scoping review

An objective structured clinical exam to measure intrinsic CanMEDS roles

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