Using Continuous Quality-Improvement Techniques to Evaluate and Enhance an Internal Medicine Residency Program's Assessment System

Brateanu, Andrei; Thomascik, James; Koncilja, Kenneth; Spencer, Abby L.; Colbert, Colleen Y.

doi:10.1016/j.amjmed.2017.02.007

Cited by 3 publications

(3 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…34 Both internal and external stakeholders can be involved in systematically addressing and prioritizing gaps and challenges in the system with regular feedback from administration, faculty, and residents. 35 The use of structured continuous quality-improvement practices can empower training programs with an approach to evaluate their processes and effectively restructure their procedures as necessary. 15,35 Recommendation 9: The national EM community should work collaboratively to share best practices and innovations in competence committee structure and process.…”

Section: Recommendationmentioning

confidence: 99%

“…35 The use of structured continuous quality-improvement practices can empower training programs with an approach to evaluate their processes and effectively restructure their procedures as necessary. 15,35 Recommendation 9: The national EM community should work collaboratively to share best practices and innovations in competence committee structure and process.…”

Section: Recommendationmentioning

confidence: 99%

See 1 more Smart Citation

CAEP 2019 Academic Symposium: Got competence? Best practices in trainee progress decisions

Cheung

Chan

Hauer

et al. 2020

CJEM

View full text Add to dashboard Cite

BackgroundCompetence committees play a key role in a competency-based system of assessment. These committees are tasked with reviewing and synthesizing clinical performance data to make judgments regarding residents’ competence. Canadian emergency medicine (EM) postgraduate training programs recently implemented competence committees; however, a paucity of literature guides their work.ObjectiveThe objective of this study was to develop consensus-based recommendations to optimize the function and decisions of competence committees in Canadian EM training programs.MethodsSemi-structured interviews of EM competence committee chairs were conducted and analyzed. The interview guide was informed by a literature review of competence committee structure, processes, and best practices. Inductive thematic analysis of interview transcripts was conducted to identify emerging themes. Preliminary recommendations, based on themes, were drafted and presented at the 2019 CAEP Academic Symposium on Education. Through a live presentation and survey poll, symposium attendees representing the national EM community participated in a facilitated discussion of the recommendations. The authors incorporated this feedback and identified consensus among symposium attendees on a final set of nine high-yield recommendations.ConclusionThe Canadian EM community used a structured process to develop nine best practice recommendations for competence committees addressing: committee membership, meeting processes, decision outcomes, use of high-quality performance data, and ongoing quality improvement. These recommendations can inform the structure and processes of competence committees in Canadian EM training programs.

show abstract

Section: Recommendationmentioning

confidence: 99%

Section: Recommendationmentioning

confidence: 99%

CAEP 2019 Academic Symposium: Got competence? Best practices in trainee progress decisions

Cheung

Chan

Hauer

et al. 2020

CJEM

View full text Add to dashboard Cite

show abstract

“…This also allows trainees to demonstrate competence via alternate assessment modalities [ 22 ]. Yet, for some training programs – especially very large programs – low return rates for trainee assessments is not uncommon [ 41 ]. In such cases, each assessment may carry an inordinate amount of weight during decision-making over trainee competence.…”

Section: Introductionmentioning

confidence: 99%

Fairness: the hidden challenge for competency-based postgraduate medical education programs

Colbert¹,

French²,

Herring³

et al. 2017

Perspect Med Educ

Self Cite

View full text Add to dashboard Cite

Competency-based medical education systems allow institutions to individualize teaching practices to meet the needs of diverse learners. Yet, the focus on continuous improvement and individualization of curricula does not exempt programs from treating learners in a fair manner. When learners fail to meet key competencies and are placed on probation or dismissed from training programs, issues of fairness may form the basis of their legal claims. In a literature search, we found no in-depth examination of fairness. In this paper, we utilize a systems lens to examine fairness within postgraduate medical education contexts, focusing on educational opportunities, assessment practices, decision-making processes, fairness from a legal standpoint, and fairness in the context of the learning environment. While we provide examples of fairness issues within US training programs, concerns regarding fairness are relevant in any medical education system which utilizes a competency-based education framework.Assessment oversight committees and annual programmatic evaluations, while recommended, will not guarantee fairness within postgraduate medical education programs, but they can provide a window into ‘hidden’ threats to fairness, as everything from training experiences to assessment practices may be examined by these committees. One of the first steps programs can take is to recognize that threats to fairness may exist in any educational program, including their own, and begin conversations about how to address these issues.

show abstract

Twelve tips to maximize the value of a clinical competency committee in postgraduate medical education

2018

View full text Add to dashboard Cite

Medical education has shifted to a competency-based paradigm, leading to calls for improved learner assessment methods and validity evidence for how assessment data are interpreted. Clinical competency committees (CCCs) use the collective input of multiple people to improve the validity and reliability of decisions made and actions taken based on assessment data. Significant heterogeneity in CCC structure and function exists across postgraduate medical education programs and specialties, and while there is no "one-size-fits-all" approach, there are ways to maximize value for learners and programs. This paper collates available evidence and the authors' experiences to provide practical tips on CCC purpose, membership, processes, and outputs. These tips can benefit programs looking to start a CCC and those that are improving their current CCC processes.

show abstract

Using Continuous Quality-Improvement Techniques to Evaluate and Enhance an Internal Medicine Residency Program's Assessment System

Cited by 3 publications

References 22 publications

CAEP 2019 Academic Symposium: Got competence? Best practices in trainee progress decisions

CAEP 2019 Academic Symposium: Got competence? Best practices in trainee progress decisions

Fairness: the hidden challenge for competency-based postgraduate medical education programs

Twelve tips to maximize the value of a clinical competency committee in postgraduate medical education

Contact Info

Product

Resources

About