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Building a doctor, one skill at a time: Rethinking clinical training through a new skills-based feedback modality
The Accreditation Council for Graduate Medical Education milestones and entrustable professional activities (EPAs) are important assessment approaches but may lack specificity for learners seeking improvement through daily feedback. As in other professions, clinicians grow best when they engage in d...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8505598/ https://www.ncbi.nlm.nih.gov/pubmed/34037967 http://dx.doi.org/10.1007/s40037-021-00666-9 |
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author | Kappy, Brandon Herrmann, Lisa E. Schumacher, Daniel J. Statile, Angela M. |
author_facet | Kappy, Brandon Herrmann, Lisa E. Schumacher, Daniel J. Statile, Angela M. |
author_sort | Kappy, Brandon |
collection | PubMed |
description | The Accreditation Council for Graduate Medical Education milestones and entrustable professional activities (EPAs) are important assessment approaches but may lack specificity for learners seeking improvement through daily feedback. As in other professions, clinicians grow best when they engage in deliberate practice of well-defined skills in familiar contexts. This growth is augmented by specific, actionable coaching from supervisors. This article proposes a new feedback modality called microskills, which are derived from the psychology, negotiation, and business literature, and are unique in their ability to elicit targeted feedback for trainee development. These microskills are grounded in both clinical and situational contexts, thereby mirroring learners’ cognitive schemas and allowing for more natural skill selection and adoption. When taken as a whole, microskills are granular actions that map to larger milestones, competencies, and EPAs. This article outlines the theoretical justification for this new skills-based feedback modality, the methodology behind the creation of clinical microskills, and provides a worked example of microskills for a pediatric resident on a hospital medicine rotation. Ultimately, microskills have the potential to complement milestones and EPAs and inform feedback that is specific, actionable, and relevant to medical learners. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s40037-021-00666-9) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-8505598 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-85055982021-10-27 Building a doctor, one skill at a time: Rethinking clinical training through a new skills-based feedback modality Kappy, Brandon Herrmann, Lisa E. Schumacher, Daniel J. Statile, Angela M. Perspect Med Educ Eye-Opener The Accreditation Council for Graduate Medical Education milestones and entrustable professional activities (EPAs) are important assessment approaches but may lack specificity for learners seeking improvement through daily feedback. As in other professions, clinicians grow best when they engage in deliberate practice of well-defined skills in familiar contexts. This growth is augmented by specific, actionable coaching from supervisors. This article proposes a new feedback modality called microskills, which are derived from the psychology, negotiation, and business literature, and are unique in their ability to elicit targeted feedback for trainee development. These microskills are grounded in both clinical and situational contexts, thereby mirroring learners’ cognitive schemas and allowing for more natural skill selection and adoption. When taken as a whole, microskills are granular actions that map to larger milestones, competencies, and EPAs. This article outlines the theoretical justification for this new skills-based feedback modality, the methodology behind the creation of clinical microskills, and provides a worked example of microskills for a pediatric resident on a hospital medicine rotation. Ultimately, microskills have the potential to complement milestones and EPAs and inform feedback that is specific, actionable, and relevant to medical learners. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s40037-021-00666-9) contains supplementary material, which is available to authorized users. Bohn Stafleu van Loghum 2021-05-26 2021-10 /pmc/articles/PMC8505598/ /pubmed/34037967 http://dx.doi.org/10.1007/s40037-021-00666-9 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Eye-Opener Kappy, Brandon Herrmann, Lisa E. Schumacher, Daniel J. Statile, Angela M. Building a doctor, one skill at a time: Rethinking clinical training through a new skills-based feedback modality |
title | Building a doctor, one skill at a time: Rethinking clinical training through a new skills-based feedback modality |
title_full | Building a doctor, one skill at a time: Rethinking clinical training through a new skills-based feedback modality |
title_fullStr | Building a doctor, one skill at a time: Rethinking clinical training through a new skills-based feedback modality |
title_full_unstemmed | Building a doctor, one skill at a time: Rethinking clinical training through a new skills-based feedback modality |
title_short | Building a doctor, one skill at a time: Rethinking clinical training through a new skills-based feedback modality |
title_sort | building a doctor, one skill at a time: rethinking clinical training through a new skills-based feedback modality |
topic | Eye-Opener |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8505598/ https://www.ncbi.nlm.nih.gov/pubmed/34037967 http://dx.doi.org/10.1007/s40037-021-00666-9 |
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