General Competencies Are Intrinsic to Emergency Medicine Training: A Multicenter Study

Self Cite

An evaluation process integrating a semantic-differentiation matrix was applied to various clinical scenarios (as well as global assessment items) and demonstrated discriminatory results. Faculty physicians scored significantly higher than resident physicians. The ability to provide discriminatory results is a requisite in the development of a valid evaluation process. The described semantic-differentiation matrix and global assessment questions may be valid measurements of ICS.

Section: Discussionmentioning

confidence: 99%

Developing a Valid Evaluation for Interpersonal and Communication Skills

Reisdorff

Hughes

Castañeda

et al. 2006

Self Cite

“…One observational, multicenter, cross-sectional study using a global assessment evaluation device demonstrated that EM residents from several residency programs showed statistically significant progressive acquisition of all of the ACGME core competencies over the course of their residency. 47 This study also reported successful use of global assessment tools in measuring the acquisition of C-IS.…”

Section: C-is Assessmentmentioning

confidence: 63%

Integrating the Core Competencies: Proceedings from the 2005 Academic Assembly Consortium

Stahmer

Ellison

Jubanyik³

et al. 2007

The Accreditation Council for Graduate Medical Education mandated the integration of the core competencies into residency training in 2001. To this end, educators in emergency medicine (EM) have been proactive in their approach, using collaborative efforts to develop methods that teach and assess the competencies. The first steps toward a collaborative approach occurred during the proceedings of the Council of Emergency Medicine Residency Directors (CORD-EM) academic assembly in 2002. Three years later, the competencies were revisited by working groups of EM program directors and educators at the 2005 Academic Assembly. This report provides a summary discussion of the status of integration of the competencies into EM training programs in 2005.

“…Eight EM residency programs participated in a study to develop, implement, and obtain evidence to support the validity of a global rating tool. 34,35 This instrument had acceptable reliability statistics and demonstrated the progressive acquisition of the SBP competency across three years of residency training.…”

Section: Ratings and Survey-based Instrumentsmentioning

confidence: 91%

Assessing Systems‐based Practice

Chen¹,

O’Sullivan

Pfennig

et al. 2012

The conceptual definition of systems-based practice (SBP) does not easily translate into directly observable actions or behaviors that can be easily assessed. At the Academic Emergency Medicine consensus conference on education research in emergency medicine (EM), a breakout group presented a review of the literature on existing assessment tools for SBP, discussed the recommendations for research tool development during breakout sessions, and developed a research agenda based on this discussion.ACADEMIC EMERGENCY MEDICINE 19:1366-1371 © 2012 by the Society for Academic Emergency Medicine T he inclusion of systems-based practice (SBP) as one of the Accreditation Council for Graduate Medical Education (ACGME) core competencies highlights the importance of the health care system on the ability of a physician to provide competent and effective patient care.1 Physicians must be able to collaborate with other members of the health care team, consider costs when weighing risks and benefits, improve system performance by identifying system errors and implementing potential solutions, and continue to advocate for quality patient care. This set of skills is also described in the CanMEDS Physician Competency Framework as elements of the physician role as a collaborator, manager, and health advocate. Despite a recent shift in the ACGME assessment system to the Next Accreditation System, the framework for assessing milestones within the competencies still requires specific tools to assess SBP.3 Although the conceptual definition of SBP does not easily translate into observable actions or behaviors, the Council of Emergency Medicine Residency Directors (CORD) was able to develop emergency medicine (EM)-specific evaluation domains for SBP. 4 These included specific actions and behaviors that are directly observable and facilitated real-time and summative feedback. However, this set of observable behaviors did overlook some pertinent areas, such as situational awareness and participation in systems improvement. Similarly, by using the Can-MEDS roles of collaborator, manager, and health advocate, Graham et al. also developed a comprehensive list of observable actions that readily translated into assessments. 5This article summarizes the authors' review of the current assessment tools for the SBP competency used in EM and non-EM residencies, both within and outside the United States. As a result of several small group discussions during the breakout session on the assessment of observable learner performance at the 2012 Academic Emergency Medicine (AEM) consensus conference on education research in EM, we developed a research plan for assessment tool development. PROCESS AND CONSENSUSWe reviewed the literature on SBP assessment, searching the Medline and Pubmed databases by combining the terms "systems based" with "evaluat* OR assess*" and "competenc*" as well as combining "simulation" or "portfolio" with "systems based practice," yielding 156 and 309 references, respectively.