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Which Emergency Medicine Milestone Sub-competencies are Identified Through Narrative Assessments?
INTRODUCTION: Evaluators use assessment data to make judgments on resident performance within the Accreditation Council for Graduate Medical Education (ACGME) milestones framework. While workplace-based narrative assessments (WBNA) offer advantages to rating scales, validity evidence for their use i...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Department of Emergency Medicine, University of California, Irvine School of Medicine
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6948702/ https://www.ncbi.nlm.nih.gov/pubmed/31913841 http://dx.doi.org/10.5811/westjem.2019.12.44468 |
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author | Diller, David Cooper, Shannon Jain, Aarti Lam, Chun Nok Riddell, Jeff |
author_facet | Diller, David Cooper, Shannon Jain, Aarti Lam, Chun Nok Riddell, Jeff |
author_sort | Diller, David |
collection | PubMed |
description | INTRODUCTION: Evaluators use assessment data to make judgments on resident performance within the Accreditation Council for Graduate Medical Education (ACGME) milestones framework. While workplace-based narrative assessments (WBNA) offer advantages to rating scales, validity evidence for their use in assessing the milestone sub-competencies is lacking. This study aimed to determine the frequency of sub-competencies assessed through WBNAs in an emergency medicine (EM) residency program. METHODS: We performed a retrospective analysis of WBNAs of postgraduate year (PGY) 2–4 residents. A shared mental model was established by reading and discussing the milestones framework, and we created a guide for coding WBNAs to the milestone sub-competencies in an iterative process. Once inter-rater reliability was satisfactory, raters coded each WBNA to the 23 EM milestone sub-competencies. RESULTS: We analyzed 2517 WBNAs. An average of 2.04 sub-competencies were assessed per WBNA. The sub-competencies most frequently identified were multitasking, medical knowledge, practice-based performance improvement, patient-centered communication, and team management. The sub-competencies least frequently identified were pharmacotherapy, airway management, anesthesia and acute pain management, goal-directed focused ultrasound, wound management, and vascular access. Overall, the frequency with which WBNAs assessed individual sub-competencies was low, with 14 of the 23 sub-competencies being assessed in less than 5% of WBNAs. CONCLUSION: WBNAs identify few milestone sub-competencies. Faculty assessed similar sub-competencies related to interpersonal and communication skills, practice-based learning and improvement, and medical knowledge, while neglecting sub-competencies related to patient care and procedural skills. These findings can help shape faculty development programs designed to improve assessments of specific workplace behaviors and provide more robust data for the summative assessment of residents. |
format | Online Article Text |
id | pubmed-6948702 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Department of Emergency Medicine, University of California, Irvine School of Medicine |
record_format | MEDLINE/PubMed |
spelling | pubmed-69487022020-01-13 Which Emergency Medicine Milestone Sub-competencies are Identified Through Narrative Assessments? Diller, David Cooper, Shannon Jain, Aarti Lam, Chun Nok Riddell, Jeff West J Emerg Med Educational Advances INTRODUCTION: Evaluators use assessment data to make judgments on resident performance within the Accreditation Council for Graduate Medical Education (ACGME) milestones framework. While workplace-based narrative assessments (WBNA) offer advantages to rating scales, validity evidence for their use in assessing the milestone sub-competencies is lacking. This study aimed to determine the frequency of sub-competencies assessed through WBNAs in an emergency medicine (EM) residency program. METHODS: We performed a retrospective analysis of WBNAs of postgraduate year (PGY) 2–4 residents. A shared mental model was established by reading and discussing the milestones framework, and we created a guide for coding WBNAs to the milestone sub-competencies in an iterative process. Once inter-rater reliability was satisfactory, raters coded each WBNA to the 23 EM milestone sub-competencies. RESULTS: We analyzed 2517 WBNAs. An average of 2.04 sub-competencies were assessed per WBNA. The sub-competencies most frequently identified were multitasking, medical knowledge, practice-based performance improvement, patient-centered communication, and team management. The sub-competencies least frequently identified were pharmacotherapy, airway management, anesthesia and acute pain management, goal-directed focused ultrasound, wound management, and vascular access. Overall, the frequency with which WBNAs assessed individual sub-competencies was low, with 14 of the 23 sub-competencies being assessed in less than 5% of WBNAs. CONCLUSION: WBNAs identify few milestone sub-competencies. Faculty assessed similar sub-competencies related to interpersonal and communication skills, practice-based learning and improvement, and medical knowledge, while neglecting sub-competencies related to patient care and procedural skills. These findings can help shape faculty development programs designed to improve assessments of specific workplace behaviors and provide more robust data for the summative assessment of residents. Department of Emergency Medicine, University of California, Irvine School of Medicine 2020-01 2019-12-20 /pmc/articles/PMC6948702/ /pubmed/31913841 http://dx.doi.org/10.5811/westjem.2019.12.44468 Text en Copyright: © 2020 Diller et al. http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) License. See: http://creativecommons.org/licenses/by/4.0/ |
spellingShingle | Educational Advances Diller, David Cooper, Shannon Jain, Aarti Lam, Chun Nok Riddell, Jeff Which Emergency Medicine Milestone Sub-competencies are Identified Through Narrative Assessments? |
title | Which Emergency Medicine Milestone Sub-competencies are Identified Through Narrative Assessments? |
title_full | Which Emergency Medicine Milestone Sub-competencies are Identified Through Narrative Assessments? |
title_fullStr | Which Emergency Medicine Milestone Sub-competencies are Identified Through Narrative Assessments? |
title_full_unstemmed | Which Emergency Medicine Milestone Sub-competencies are Identified Through Narrative Assessments? |
title_short | Which Emergency Medicine Milestone Sub-competencies are Identified Through Narrative Assessments? |
title_sort | which emergency medicine milestone sub-competencies are identified through narrative assessments? |
topic | Educational Advances |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6948702/ https://www.ncbi.nlm.nih.gov/pubmed/31913841 http://dx.doi.org/10.5811/westjem.2019.12.44468 |
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