Teaching the Teachers With Milestones: Using the ACGME Milestones Model for Professional Development

Heath, Janae K.; Dine, C. Jessica; Burke, Ann E.; Andolsek, Kathryn M.

doi:10.4300/jgme-d-20-00891.1

Cited by 11 publications

(5 citation statements)

References 14 publications

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“…16,17 In a similar manner, competencies and milestones for CEs, based on their core activities and behaviors, should be useful in efforts to facilitate the development of teachers' abilities in medical education. 17,18 While there have been no published clinical competencies or milestones for CEs up until this time, the likely value of such a framework for the assessment and development of CEs has been identified. 19,20 Specific Aims of the CEM Project Sir William Osler established the tradition of CEs in North America at Johns Hopkins University in the 19th century.…”

Section: Use Of Milestones In Medical Educationmentioning

confidence: 99%

“…These milestones define professional competencies and subcompetencies as behaviors exhibited by competent physicians in each specific discipline 16,17 . In a similar manner, competencies and milestones for CEs, based on their core activities and behaviors, should be useful in efforts to facilitate the development of teachers’ abilities in medical education 17,18 . While there have been no published clinical competencies or milestones for CEs up until this time, the likely value of such a framework for the assessment and development of CEs has been identified 19,20 …”

Section: Use Of Milestones In Medical Educationmentioning

confidence: 99%

“…These milestones, which focus on the skills and behaviors of clinical teaching faculty, should have multiple uses for faculty in academic medical centers and other institutions 18 . We propose several areas where the CEMs may be particularly useful: (1) external and self-assessment of CE skills, (2) data for use in constructing learning and improvement plans for CEs, (3) external and self-assessment of leadership skills for CEs engaged in educational leadership, and (4) assessment of gaps and weaknesses in CEs in institutions or departments to guide systematic faculty development efforts.…”

Section: Potential Uses and Value Of The Cemsmentioning

confidence: 99%

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Clinician Educator Milestones: Assessing and Improving Educators’ Skills

Mahan,

Kaczmarczyk,

Miller Juve

et al. 2024

Acad Med

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The importance of the clinician educator (CE) role in delivery of competency-based medical education is well recognized. There is, however, no formal mechanism to identify when faculty have the knowledge, skills, and attitudes to be successful CEs. In 2020, the Accreditation Council for Graduate Medical Education, Accreditation Council for Continuing Medical Education, Association of American Medical Colleges, and American Association of Colleges of Osteopathic Medicine convened a workgroup of 18 individuals representing multiple medical specialties and diverse institutions in the United States, including nonphysician educators, a medical student, and a resident, to develop a set of competencies, subcompetencies, and milestones for CEs. A 5-step process was used to create the Clinician Educator Milestones (CEMs). In step 1, the workgroup developed an initial CEM draft. Through brainstorming, 141 potential education-related CE tasks were identified. Descriptive statements for each competency and developmental trajectories for each subcompetency were developed and confirmed by consensus. The workgroup then created a supplemental guide, assessment tools, and additional resources. In step 2, a diverse group of CEs were surveyed in 2021 and provided feedback on the CEMs. In step 3, this feedback was used by the workgroup to refine the CEMs. In step 4, the second draft of the CEMs was submitted for public comment, and the CEMs were finalized. In step 5, final CEMs were released for public use in 2022. The CEMs consist of 1 foundational domain that focuses on commitment to lifelong learning, 4 additional domains of competence for CEs in the learning environment, and 20 subcompetencies. These milestones have many potential uses for CEs, including self-assessment, constructing learning and improvement plans, and designing systematic faculty development efforts. The CEMs will continue to evolve as they are applied in practice and as the role of CEs continues to grow and develop.

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Section: Use Of Milestones In Medical Educationmentioning

confidence: 99%

Section: Use Of Milestones In Medical Educationmentioning

confidence: 99%

Section: Potential Uses and Value Of The Cemsmentioning

confidence: 99%

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Clinician Educator Milestones: Assessing and Improving Educators’ Skills

Mahan,

Kaczmarczyk,

Miller Juve

et al. 2024

Acad Med

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“…CCC members need a certain level of analytics literacy toward becoming ‘Diagnostic Assessors’ that address knowledge gaps [ 27 ]. Additional opportunities involve having data that informs both faculty and program development [ 12 , 42 ]. Table 2 outlines recommendations for both educator and program development to apply analytics to CCC processes.…”

Section: Educator Development and Learning Analyticsmentioning

confidence: 99%

Using learning analytics in clinical competency committees: Increasing the impact of competency-based medical education

Carney

Sebok‐Syer

Pusic

et al. 2023

Medical Education Online

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Graduate medical education (GME) and Clinical Competency Committees (CCC) have been evolving to monitor trainee progression using competency-based medical education principles and outcomes, though evidence suggests CCCs fall short of this goal. Challenges include that evaluation data are often incomplete, insufficient, poorly aligned with performance, conflicting or of unknown quality, and CCCs struggle to organize, analyze, visualize, and integrate data elements across sources, collection methods, contexts, and time-periods, which makes advancement decisions difficult. Learning analytics have significant potential to improve competence committee decision making, yet their use is not yet commonplace. Learning analytics (LA) is the interpretation of multiple data sources gathered on trainees to assess academic progress, predict future performance, and identify potential issues to be addressed with feedback and individualized learning plans. What distinguishes LA from other educational approaches is systematic data collection and advanced digital interpretation and visualization to inform educational systems. These data are necessary to: 1) fully understand educational contexts and guide improvements; 2) advance proficiency among stakeholders to make ethical and accurate summative decisions; and 3) clearly communicate methods, findings, and actionable recommendations for a range of educational stakeholders. The ACGME released the third edition CCC Guidebook for Programs in 2020 and the 2021 Milestones 2.0 supplement of the Journal of Graduate Medical Education (JGME Supplement) presented important papers that describe evaluation and implementation features of effective CCCs. Principles of LA underpin national GME outcomes data and training across specialties; however, little guidance currently exists on how GME programs can use LA to improve the CCC process. Here we outline recommendations for implementing learning analytics for supporting decision making on trainee progress in two areas: 1) Data Quality and Decision Making, and 2) Educator Development.

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“…The need for a standardized approach to guide training and progression of academic medicine teachers as they pursue career advancement has been addressed by others as well. [2][3][4][5] The purpose of this study was to develop an objective set of criteria for levels of development in each area of competency to help guide academicians in scholarly activity and faculty development.…”

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confidence: 99%

Milestones as a Faculty Development Tool for Career Academic Physicians

Kemmet

Blake

Heidel

et al. 2022

Fam Med

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Background and Objectives: The Accreditation Council for Graduate Medical Education (ACGME) has implemented milestones for progression of residents. Career academic physicians would benefit from similar concrete guidance for scholarly activity and faculty development. After developing milestones across six recognized competencies among our family medicine academicians, we acknowledged the potential benefit of expanding the development of milestones throughout the academic medical center. Methods: Milestones that we previously developed were modified by departmental leaders within our institution reflecting levels of career development based on benchmarks in each field. These objective measures for guiding maturation of clinical and academic skill sets were then circulated to clinicians in five residency programs throughout our academic medical center for self-evaluation. We analyzed the completed surveys to determine if an association exists between years in academics and rank across each area of competency. Results: We received fifty-three responses from the 91 faculty invited. We noted a significant association in the competency of medical knowledge with progression from assistant to full professor, and we noted a trend toward significance in professionalism and progression from assistant to full professor. These objective measures of clinician development and competency suggest association with levels of academic career development by rank within the institution. Conclusions: This rubric can be helpful for directing faculty development and faculty mentorship. These milestones are general enough that other physician specialties may be able to adopt them for their own needs.

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Teaching the Teachers With Milestones: Using the ACGME Milestones Model for Professional Development

Cited by 11 publications

References 14 publications

Clinician Educator Milestones: Assessing and Improving Educators’ Skills

Clinician Educator Milestones: Assessing and Improving Educators’ Skills

Using learning analytics in clinical competency committees: Increasing the impact of competency-based medical education

Milestones as a Faculty Development Tool for Career Academic Physicians

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