Pilot testing of an assessment tool for competency in mastoidectomy

Laeeq, Kulsoom; Bhatti, Nasir I.; Carey, John P.; Santina, Charles C. Della; Limb, Charles J.; Niparko, John K.; Minor, Lloyd B.; Francis, Howard W.

doi:10.1002/lary.20678

Cited by 85 publications

(138 citation statements)

References 24 publications

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“…Procedural competence has been assessed using multiple methods, including direct observation during patient care, 30,106 cadaveric models, 107,108 animal models, 109 simulated environments, 110 simulated task trainers, 41,48,[111][112][113][114][115] objective structured assessments, 74 and procedure logs. 116 A recent meta-analysis of simulation-based medical educational methods demonstrated a consistency of results favoring simulation over traditional clinical educational methods.…”

Section: Metricsmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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There is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation-based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360-degree evaluations, portfolios, self-reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012 Academic Emergency Medicine (AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.ACADEMIC EMERGENCY MEDICINE 2012; 19:1379-1389 by the Society for Academic Emergency Medicine I n 2001, the Accreditation Council for Graduate Medical Education (ACGME) introduced a timeline for the implementation of training and assessment in six core competencies that form the foundation of clinical competence. Introduced in 1996, the Canadian CanMEDS manager competency correlates to the AC-GME patient care competency, broadly defined as "the active engagement in decision-making in the operation of the healthcare system."1 The patient care competency for emergency medicine (EM) has been defined by a previous Academic Emergency Medicine (AEM) consensus conference, 2 now further elaborated on by the milestones in training, 3 as being able to efficiently gather and synthesize medical and diagnostic information, prioritize tasks, and implement management plans on multiple patients, as well as performing essential invasive procedures competently.There is an explicit expectation that physicians in training demonstrate competence in various aspects of clinical care prior to graduation and professional practice. 4 While this accountability falls squarely on the shoulders of residency training programs, it is mirrored by commensurate expectations of maintenance of competency during ongoing professional practice.The goals of the 2012 AEM consensus conference patient care working group were to describe the current state of evidence for assessment of competence in patient care and define a research agenda for the further development of specific assessment methods based on current best practices. METHODSA search was conducted using MEDLINE 1996-present using the key word search terms "assessment," "patient care," "competency," "competence," "assess*," "emergency," and "education" and limited to humans and English language [boolean search: ((assessment and patient care AND (competency or competence)) OR (assess* a...

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Section: Metricsmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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“…With this issue in mind, our institution has started to develop OSATS (Objective Structured Assessment of Technical Skills) instruments. 5,6 This project reflects our most recent effort to develop and test instruments to evaluate resident surgical performance and animal model simulation of direct laryngoscopy and rigid bronchoscopy in children, with emphasis on feasibility, validity, and interrater agreement.…”

Section: Introductionmentioning

confidence: 99%

Development and pilot testing of an operative competency assessment tool for pediatric direct laryngoscopy and rigid bronchoscopy

et al. 2010

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This pilot study suggests that a reliable and valid instrument for objective evaluation of surgical competency can be developed for pediatric direct laryngoscopy and rigid bronchoscopy. This instrument can be used for formative and summative feedback of operative performance. In addition, it was easy to use and valid in a limited evaluation; however, larger studies are required to validate its utility.

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“…[18][19][20][21] Eighty-eight evaluations were completed in our study, 87 of which were suitable for analysis. Three statistical measures of reliability were used for this analysis.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the reliability of surgical assessment methods in an orthopedic residency program

2015

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Pilot testing of an assessment tool for competency in mastoidectomy

Abstract: Our results indicate that the tool we have developed is a feasible, valid, and reliable instrument for the assessment of competency in mastoidectomy. The instrument can be used to provide formative feedback and to identify procedural tasks for which additional training may be necessary.

Cited by 85 publications

References 24 publications

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Development and pilot testing of an operative competency assessment tool for pediatric direct laryngoscopy and rigid bronchoscopy

Evaluating the reliability of surgical assessment methods in an orthopedic residency program

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