2017
DOI: 10.1111/acem.13296
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Simulation for Assessment of Milestones in Emergency Medicine Residents

Abstract: Three simulation cases with scenario-specific assessment tools allowed evaluation of EM residents on proficiency L1 to L4 within eight of the EM milestone subcompetencies. Evidence of test content, internal structure, response process, and relations with other variables were found. Good to excellent IRR and the ability to discriminate between various PGY levels was found for both the sum of CL items and the GRSs. However, there was a lack of a positive relationship between advancing PGY level and the completio… Show more

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Cited by 32 publications
(35 citation statements)
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“…Content represented the breadth of the EM curriculum. Three cases, with validity evidence and example assessment tools, 13 were developed as part of a national collaboration that included our institution. For cases that were developed locally, a similar case and rating form development process was used.…”
Section: Methodsmentioning
confidence: 99%
“…Content represented the breadth of the EM curriculum. Three cases, with validity evidence and example assessment tools, 13 were developed as part of a national collaboration that included our institution. For cases that were developed locally, a similar case and rating form development process was used.…”
Section: Methodsmentioning
confidence: 99%
“…Milestone Assessment is one of the ways to assess the trainee's progress in the program. [6,23] Different milestones are assessed in the six core competencies, and residents' level is measured. The EM milestones are a matrix of the knowledge, skills, abilities, attitudes and experiences that should be acquired during specialty training in emergency medicine.…”
Section: Milestone Assessmentmentioning
confidence: 99%
“…Therefore, teaching emergency medicine has always been a di cult and weak point in clinical medical education. Despite the use of problem-based learning (PBL), computer-based learning (CBL) and even team-based learning (TBL) to assist in various teaching models, the differences in students' learning ability and knowledge background cause inconsistent teaching effects [3][4][5].…”
Section: Introductionmentioning
confidence: 99%