Understanding Assessment Systems for Clinical Competency Committee Decisions: Evidence from a Multisite Study of Psychiatry Residency Training Programs

Lloyd, Robert B.; Park, Yoon Soo; Tekian, Ara; Marvin, Robert

doi:10.1007/s40596-019-01168-x

Cited by 13 publications

(9 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The relatively better agreement for ratings of medical knowledge and patient care than other competencies suggests that educators may have more shared understanding about performance expectations for these 2 competencies. 19 Lack of a shared understanding about expectations could lead to misunderstandings, even legal challenges, should the CCC make an adverse decision about a learner. 20…”

Section: Tasksmentioning

confidence: 99%

Better Decision-Making: Shared Mental Models and the Clinical Competency Committee

Edgar

Jones

Harsy³

et al. 2021

Journal of Graduate Medical Education

View full text Add to dashboard Cite

Background Shared mental models (SMMs) help groups make better decisions. Clinical competency committees (CCCs) can benefit from the development and use of SMMs in their decision-making as a way to optimize the quality and consistency of their decisions. Objective We reviewed the use of SMMs for decision making in graduate medical education, particularly their use in CCCs. Methods In May 2020, the authors conducted a narrative review of the literature related to SMMs. This review included the SMM related to teams, team functioning, CCCs, and graduate medical education. Results The literature identified the general use of SMMs, SMMs in graduate medical education, and strategies for building SMMs into the work of the CCC. Through the use of clear communication and guidelines, and a shared understanding of goals and expectations, CCCs can make better decisions. SMMs can be applied to Milestones, resident performance, assessment, and feedback. Conclusions To ensure fair and robust decision-making, the CCC must develop and maintain SMMs through excellent communication and understanding of expectations among members.

show abstract

Section: Tasksmentioning

confidence: 99%

Better Decision-Making: Shared Mental Models and the Clinical Competency Committee

Edgar

Jones

Harsy³

et al. 2021

Journal of Graduate Medical Education

View full text Add to dashboard Cite

show abstract

“…Another challenge for CCCs is the number, types, and validity of assessment measures. A multisite study of psychiatry CCCs found that PC and MK milestones were the easiest to rate and that a greater diversity and number of assessments, beyond end-of-rotation assessments, was needed to assess other competencies [18]. The Supplemental Guide takes a first step in suggesting assessment methods for each subcompetency, although the further development of useful, reliable, and valid assessment tools remains a challenge for implementation of competency-based medical education.…”

Section: Using the Supplemental Guidementioning

confidence: 99%

Psychiatry Milestones 2.0: Using the Supplemental Guide to Create a Shared Model of the Development of Professional Identity and Expertise

et al. 2021

View full text Add to dashboard Cite

“…Länder wie Australien und Neuseeland haben bereits das gesamte psychiatrische Weiterbildungscurriculum mit Hilfe von EPAs strukturiert. In den letzten Jahren wurden EPAs für verschiedene psychiatrische Weiterbildungsstufen und -schwerpunkte ebenfalls in den USA [15] und Kanada [16] [19] oder auch Prüfungen bezüglich des Anwendungswissens [20].…”

Section: Hintergrundunclassified

Entrustable Professional Activities in der psychiatrischen Weiterbildung: Ein vielversprechendes Konzept

Pinilla

Matthes

Gehret³

et al. 2021

Praxis

View full text Add to dashboard Cite

Zusammenfassung. Entrustable Professional Activities (EPAs) oder anvertraubare professionelle Tätigkeiten (APTs) sind kompetenzbasierte Lernziele, die sich aus beobachtbaren klinischen Tätigkeiten ableiten. Im Studium der Humanmedizin haben sie mittlerweile schweizweit als Teil des sogenannten PROFILES-Katalogs (Principal Relevant Objectives and Framework for Integrated Learning and Education in Switzerland) Einzug gehalten. Es ist naheliegend, in der Weiterbildung an die neun im Studium vermittelten EPAs anzuknüpfen und EPAs in der Weiterbildung einzuführen. Wir diskutieren diesen Ansatz für die Weiterbildung zum Facharzt Psychiatrie und Psychotherapie aus Sicht verschiedener Weiterbildungskontexte und eines Praxisbeispiels. In diesem Positionspapier beschreiben wir eine Chance für Verbesserung durch die Implementierung von EPAs sowohl in Bezug auf die Qualität der ärztlichen Weiterbildung und damit der Patient_innenversorgung als auch in Bezug auf die Attraktivität des Fachgebiets für ärztlichen Nachwuchs.

show abstract

Understanding Assessment Systems for Clinical Competency Committee Decisions: Evidence from a Multisite Study of Psychiatry Residency Training Programs

Cited by 13 publications

References 13 publications

Better Decision-Making: Shared Mental Models and the Clinical Competency Committee

Better Decision-Making: Shared Mental Models and the Clinical Competency Committee

Psychiatry Milestones 2.0: Using the Supplemental Guide to Create a Shared Model of the Development of Professional Identity and Expertise

Entrustable Professional Activities in der psychiatrischen Weiterbildung: Ein vielversprechendes Konzept

Contact Info

Product

Resources

About