Miller's Pyramid and Core Competency Assessment: A Study in Relationship Construct Validity

Williams, Brenda; Byrne, Phil D.; Welindt, Dillon; Williams, Michael

doi:10.1097/ceh.0000000000000117

Cited by 37 publications

(37 citation statements)

References 15 publications

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“…Additionally, the interview and focus group data illustrate NPMs’ understanding and reflection as to what they, as peer mentors, had the capacity to handle and when it needed to be referred out to those with different level of expertise, the faculty. The outcome of this process then moves the mentor through stages much like Miller’s Pyramid [21], from one who knows and knows how as a first year student, to one shows as a NPM and has begun to successfully progress to one who does.…”

Section: Discussionmentioning

confidence: 99%

Alignment of roles of near-peer mentors for medical students underrepresented in medicine with medical education competencies: a qualitative study

2019

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BackgroundMedical student learning experiences should facilitate progressive development of competencies required for practice. Medical school training opportunities have traditionally focused on acquiring medical knowledge and patient care competencies while affording less opportunity to receive feedback on practice-based improvement and system-based practice competencies. The Prematriculation program at the University of Minnesota Medical School Duluth Campus (UM MSD) utilized near-peer mentors to support the transition of students underrepresented in medicine, including American Indian/ Alaska Natives (AI/AN) and those from rural backgrounds, into medical school. The purpose of this study is to better define the role of near-peer mentors and explore the alignment of near-peer mentorship with the ACGME core competencies.MethodsAn important component of the Prematriculation program, designed to prepare incoming under-represented students for medical school, was the inclusion of near-peer mentors. The six near-peer mentors participated in semi-structured interviews or focus groups within 1 year of serving as a near-peer mentor. Themes emerged from open-coding of the transcripts.ResultsThe near-peer mentors drew on their own experiences to transmit information that supported the socialization of the matriculating students into medical school. Direct benefits to the mentors included solidifying their own understanding of medical knowledge and execution of procedural skills. Mentors provided examples of benefits related to their own development of interpersonal communication and professionalism skills. Operating in the context of the program provided opportunities to engage mentors in practice-based improvement and system-based practice.ConclusionsServing as a near-peer mentor offers significant benefits to medical students from backgrounds underrepresented in medicine. By taking on the peer mentoring leadership role, students progressed toward the competencies required of an effective physician. Given the importance of acquiring these competencies, it is worth considering how near-peer mentoring can be applied more broadly across the medical school curriculum.

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Section: Discussionmentioning

confidence: 99%

Alignment of roles of near-peer mentors for medical students underrepresented in medicine with medical education competencies: a qualitative study

2019

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“…However, the higher level of Miller's pyramid-how someone applies these behaviours in clinical practice-can only be assessed by direct observation or tracing professionals in the specific healthcare domain. 10 To improve quality among her members, the Royal Dutch Society for Physiotherapy (KNGF) has designed an integral physiotherapy quality system, the Quality Register Physiotherapy Netherlands. 11 Part of this system is a quality improvement programme for physiotherapists in primary care, based on peer assessment and feedback.…”

Section: Introductionmentioning

confidence: 99%

Impact and feasibility of a tailor-made patient communication quality improvement programme for hospital-based physiotherapists: a mixed-methods study

Steenbruggen

Heusden‐Scholtalbers

Hoogeboom³

et al. 2021

BMJ Open Qual

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BackgroundIn tailoring a quality improvement programme for hospital-based physiotherapy, the original use of video recordings was replaced by using the tracer methodology.ObjectiveTo examine the impact of a tailor-made quality improvement programme addressing patient communication on the professional development of hospital-based physiotherapists, and to evaluate barriers and facilitators as determinants of feasibility of the programme.MethodsA mixed-methods study was conducted. Participants were clustered in groups per hospital and linked with an equally sized group in a nearby hospital. Within the groups, fixed couples carried out a 2-hour tracer by directly observing each other’s daily work routine. This procedure was repeated 6 months later. Data from feedback forms were analysed quantitatively, and a thematic analysis of transcripts from group interviews was conducted.ResultsFifty hospital-based physiotherapists from 16 hospitals participated. They rated the impact of the programme on professional development, on a scale from 1 (much improvement needed) to 5 (no improvement needed), as 3.99 (SD 0.64) after the first tracer and 4.32 (SD 0.63) 6 months later; a mean improvement of 0.33 (95% CI 0.16 to 0.50). Participants scored, on a scale ranging from 1 to 5 on barriers and facilitators (feasibility), a mean of 3.45 (SD 0.95) on determinants of innovation, 3.47 (SD 0.86) on probability to use and 2.63 (SD 1.07) on the user feedback list. All participants emphasised the added value of the tracer methodology and mentioned effects on self-reflection and awareness most.ConclusionsThe tailor-made quality improvement programme, based on principles of the tracer methodology, was associated with a significant impact on professional development. Barriers and facilitators as determinants of feasibility of the programme showed the programme being feasible.

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“…Once the core competencies were identified and described, for each of the subcompetencies the related competency domain (knowledge, skill, attitude, and communication), teaching–learning method, desired level achieved according to the assessment framework of Miller's pyramid[8] (knows, knows how, shows, and performs) were decided. Assessment methods were also decided [Table 3].…”

Section: Resultsmentioning

confidence: 99%

Development and implementation of a competency-based module for teaching research methodology to medical undergraduates

Patra

Khan

2019

J Edu Health Promot

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Miller's Pyramid and Core Competency Assessment: A Study in Relationship Construct Validity

Cited by 37 publications

References 15 publications

Alignment of roles of near-peer mentors for medical students underrepresented in medicine with medical education competencies: a qualitative study

Alignment of roles of near-peer mentors for medical students underrepresented in medicine with medical education competencies: a qualitative study

Impact and feasibility of a tailor-made patient communication quality improvement programme for hospital-based physiotherapists: a mixed-methods study

Development and implementation of a competency-based module for teaching research methodology to medical undergraduates

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