The State of Evaluation in Internal Medicine Residency

Chaudhry, Saima; Holmboe, Eric S.; Beasley, Brent W.

doi:10.1007/s11606-008-0578-0

Cited by 35 publications

(28 citation statements)

References 13 publications

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“…A 2005 survey of members of the Association of Program Directors in Internal Medicine (APDIM) found that 80% of responding programs reported using peer evaluation to assess patient care, professionalism, and communication competencies. 31 The 2006 survey of the APDIM reported that 89% of the 263 respondents had some form of written peer evaluation, although only onethird of the programs provided the opportunity for residents to evaluate each other at the same training level (Written communication by e-mail S. McKinney, In-Training Exam Committee, American College of Physicians, June 6, 2008). This is the first study to survey a large group of residents to assess their opinions on this topic.…”

Section: Discussionmentioning

confidence: 99%

A Survey of Resident Opinions on Peer Evaluation in a Large Internal Medicine Residency Program

Dupras¹,

Edson²

2011

Journal of Graduate Medical Education

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Background Starting in the 1960s, studies have suggested that peer evaluation could provide unique insights into the performance of residents in training. However, reports of resident resistance to peer evaluation because of confidentiality issues and the possible impact on their working relationships raised concerns about the acceptability and utility of peer evaluation in graduate medical education. The literature suggests that peers are able to reliably assess communication, interpersonal skills, and professionalism and provide input that may differ from faculty evaluations. This study assessed the attitudes of internal medicine residents 1 year after the implementation of a peer-evaluation system. Methods During the 2005–2006 academic year, we conducted an anonymous survey of the 168 residents in the Internal Medicine Residency Program at the Mayo Clinic, Rochester, Minnesota. Contingency table analysis was used to compare the response patterns of the groups. Results The response rate was 61% (103/168 residents) and it did not differ by year of training. Most residents (74/103; 72%) felt that peers could provide valuable feedback. Eighty percent of residents (82/103) felt the feedback was important for their professional development and 84% (86/102) agreed that peers observe behaviors not seen by attending faculty. Conclusions The results of this study suggest that internal medicine residents provide unique assessment of their peers and provide feedback they consider important for their professional development. More importantly, the results support the role of peer evaluation in the assessment of the competencies of professionalism and interpersonal and communication skills.

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Section: Discussionmentioning

confidence: 99%

A Survey of Resident Opinions on Peer Evaluation in a Large Internal Medicine Residency Program

Dupras¹,

Edson²

2011

Journal of Graduate Medical Education

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“…Create tools to improve feedback quality, including simulations and Objective Structured Clinical Examination (OSCE). 24 The development of these tools will require additional training to effectively utilize the tools.…”

Section: Recommendationsmentioning

confidence: 99%

Self-Assessment in Pharmacy and Health Science Education and Professional Practice

Motycka

Rose

Ried³

et al. 2010

American Journal of Pharmaceutical Education

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Self-assessment is an important skill necessary for continued development of a health care professional from student pharmacist throughout their professional career. This paper reviews the literature on student and practitioner self-assessment and whether this skill can be improved upon. Although self-assessment appears to be a skill that can be improved, both students and professionals continue to have difficulty with accurate self-assessment. Experts' external assessment of students should remain the primary method of testing skills and knowledge until self-assessment strategies improve. While self-assessment is important to lifelong learning, external assessment is also important for practitioners' continuing professional development.

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“…A national survey of internal medicine residency program directors 42 found that programs are making a successful transition to competency-based assessment, although direct observation and practice-based tools are still used infrequently. Two studies explored relationships between scores from different instruments or rating rubrics.…”

Section: How Can We Improve Assessment?mentioning

confidence: 99%