Responsible Milestone-Based Educational Handover With Individualized Learning Plan From Undergraduate to Graduate Pediatric Medical Education

Schiller, Jocelyn; Burrows, Heather L.; Fleming, Amy; Keeley, Meg; Wozniak, Lauren; Santen, Sally A.

doi:10.1016/j.acap.2017.09.010

Cited by 24 publications

(14 citation statements)

References 7 publications

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“…Despite medical students being key stakeholders in this process, very little is known about their perceptions of educational handovers. Most pilot programs of educational handovers have focused on perspectives of the recipient, the program directors, 5–8 while one has included student input among other stakeholders 9 . As there are increasing calls to standardize the educational handover on a national scale, 3 we believe that incorporating student input about the contents of handovers is critical.…”

Section: Introductionmentioning

confidence: 99%

Student Perceptions of educational handovers

Heidemann

Schiller

Allen

et al. 2021

The Clinical Teacher

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The transition from medical school to residency is abrupt, with limited resources for residency programs in the United States to identify areas of strengths and weaknesses of incoming residents using the standard application materials. 1,2 This can negatively impact programs' abilities to aid in residents' professional development at the start of training and to possibly adjust educational opportunities as a result. Recently, there has been a call for increased transparency using an "educational handover" from medical schools to residency programs. This type of communication occurs after the students have been accepted into residency programs. The educational handover helps guide the transition into residency by providing medical school performance data and individualized learning plans. 3,4 Despite medical students being key stakeholders in this process, very little is known about their perceptions of educational

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Section: Introductionmentioning

confidence: 99%

Student Perceptions of educational handovers

Heidemann

Schiller

Allen

et al. 2021

The Clinical Teacher

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“…Supporting a continuum of learner development across the transition of UME to GME requires similar support and trust. Several consortium members participated in pilots of communication of competency development near the time of graduation (Schiller et al 2018). Consortium member Oregon Health & Science University School of Medicine (OHSU) implemented a process of communication after students have been matched that provides the receiving GME program an update on student competency achievement prior to the start of residency.…”

Section: Monitoring Longitudinal Progressmentioning

confidence: 99%

The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education

et al. 2021

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In 2010, several key works in medical education predicted the changes necessary to train modern physicians to meet current and future challenges in health care, including the standardization of learning outcomes paired with individualized learning processes. The reframing of a medical expert as a flexible, adaptive team member and change agent, effective within a larger system and responsive to the community's needs, requires a new approach to education: competency-based medical education (CBME). CBME is an outcomes-based developmental approach to ensuring each trainee's readiness to advance through stages of training and continue to grow in unsupervised practice. Implementation of CBME with fidelity is a complex and challenging endeavor, demanding a fundamental shift in organizational culture and investment in appropriate infrastructure. This paper outlines how member schools of the American Medical Association Accelerating Change in Medical Education Consortium developed and implemented CBME, including common challenges and successes. Critical supporting factors include adoption of the master adaptive learner construct, longitudinal views of learner development, coaching, and a supportive learning environment.

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“…20 Several specialties at the University of Michigan have shown that existing medical school assessments can be used to assign scores on the majority of the Level 1 Milestones and routinely provide this to programs at which their students match. 14,[21][22][23] However, while this is useful for identifying their early progress on the Milestones, it was not found to be descriptive of the overall attributes of new residents. 24 The experts in the present study considered the Level 1 Milestones for inclusion in an educational handover letter, but scored it at "could be included or excluded" in both rounds without a difference between groups.…”

Section: Mitigate Riskmentioning

confidence: 99%

Content of an Educational Handover Letter From Medical Schools to Surgery Residencies: A Mixed Method Analysis

et al. 2021

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PurposeTo identify the content of an educational handover letter from undergraduate to graduate education in General Surgery. MethodExpert consensus was attained on the content of an educational handover letter. A 3-stage Delphi technique was employed with 8 experts in each of 4 stakeholder groups: program directors in general surgery, medical student surgical acting internship or prep course directors, authors of medical student performance evaluations, and current categorical General Surgery residents. Data were collected from April through July 2019. A mixed method analysis was performed to quantitatively assess items selected for inclusion and qualitatively provide guidance for the implantation of such a letter. ResultsAll 32 experts participated in at least one round. Of the 285 initially identified individual items, 22 were ultimately selected for inclusion in the letter. All but one expert agreed that the list represents what the content of an educational handover letter in General Surgery should be. Qualitative analysis was performed on 395 comments and identified 4 themes to guide the implementation of the letter: "minimize redundancy, optimize impact, use appropriate assessments, and mitigate risk." ConclusionsA framework and proposed template are provided for an educational handover letter from undergraduate to graduate medical education in General Surgery based on the quantitative and qualitative analysis of expert consensus of major stakeholders. This letter holds promise to enhance the transition from undergraduate to graduate medical education by allowing programs to capitalize on strengths and efficiently address knowledge gaps in new trainees.At present, the only information on medical student performance provided by medical schools to residency programs is the medical student performance evaluation (MSPE, formerly "Dean's Letter"). This evaluation has been criticized for its strong bias in favor of students, except in the few areas where truly objective data is reported, such as class standing. Even course grades can be unreliable due to grade inflation. 1,2 Despite efforts by the Association of American Medical Colleges (AAMC) to standardize the MSPE, the actual product received by residency programs is highly variable with less than ½ of U.S. and Canadian schools complying with the AAMC's recommendations. 3,4 Across these medical schools, as many as 72 different terms are used to describe the top tier of students. 5

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Responsible Milestone-Based Educational Handover With Individualized Learning Plan From Undergraduate to Graduate Pediatric Medical Education

Cited by 24 publications

References 7 publications

Student Perceptions of educational handovers

Student Perceptions of educational handovers

The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education

Content of an Educational Handover Letter From Medical Schools to Surgery Residencies: A Mixed Method Analysis

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