Learner-Driven Synthesis of Assessment Data: Engaging and Motivating Residents in Their Milestone-Based Assessments

Sklansky, Daniel J.; Frohna, John G.; Schumacher, Daniel J.

doi:10.1007/s40670-016-0363-3

Cited by 10 publications

(3 citation statements)

References 31 publications

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“…Self-determination theory (SDT) links learner intrinsic motivation with a sense of competence, autonomy, and relatedness. The self-assessment process is complex and dynamic [3] but serves all three components proposed by the SDT [4].…”

Section: Discussionmentioning

confidence: 99%

Partnering With Residents on the Redesign of the Internal Medicine Resident Self-Evaluation Form

Borz-Baba¹,

Elgamal²,

Agboola³

et al. 2023

Cureus

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Introduction: The positive impact of resident-driven synthesis of assessment data has been associated with increased intrinsic motivation to learn and create an individualized strategy to improve performance. The objective of the study was to incorporate residents' recommendations for restructuring the self-assessment metric into a tool that will promote a well-organized and effective self-improvement plan.Materials and methods: Residents and faculty collaborated on pre-and post-intervention questionnaires to assess the barriers to the timely completion of the current self-evaluation form and gather information on the tool's ability to stimulate the formation of concrete goals. The residents were also invited to provide their recommendations on the structure of the new tool and the educational domains that were assessed by the tool. The post-survey also evaluated the capacity of the proposed tool to guide residents in establishing specific goals.Results: The new form is concise and more precise in assisting the learner in developing short-term and long-term goals and the strategies and resources to achieve them. Discussion: Collaborating with the learners created an opportunity to address the faculty's and residents' most important concerns about the effectiveness of the metric. Conclusion:In a learner-centered model, resident participation is critical in designing/redesigning a practical self-assessment tool for residents in Internal Medicine.

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Section: Discussionmentioning

confidence: 99%

Partnering With Residents on the Redesign of the Internal Medicine Resident Self-Evaluation Form

Borz-Baba¹,

Elgamal²,

Agboola³

et al. 2023

Cureus

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“…1 The literature on CCCs to date has largely focused on how-to approaches for designing a CCC [2][3][4][5] and potential best practices for the CCC review process. [6][7][8][9][10][11][12][13][14][15] While studies have not yet closely examined the work performed by CCCs, 2 aspects of their efforts stand out. First, CCCs focus on making summative assessments in many cases without direct observation of residents in the clinical environment.…”

Section: Introductionmentioning

confidence: 99%

Influence of Clinical Competency Committee Review Process on Summative Resident Assessment Decisions

Schumacher¹,

King²,

Barnes³

et al. 2018

Journal of Graduate Medical Education

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“…The application of SDT principles could result in students becoming intrinsically motivated to self-direct their learning and self-assess their performance (Sklansky, Frohna, & Schumacher, 2017). Both are considered imperative to competency-based medical education (CBME) (Lobst et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Competency-based portfolio assessment

Pool¹

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Learner-Driven Synthesis of Assessment Data: Engaging and Motivating Residents in Their Milestone-Based Assessments

Cited by 10 publications

References 31 publications

Partnering With Residents on the Redesign of the Internal Medicine Resident Self-Evaluation Form

Partnering With Residents on the Redesign of the Internal Medicine Resident Self-Evaluation Form

Influence of Clinical Competency Committee Review Process on Summative Resident Assessment Decisions

Competency-based portfolio assessment

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