A Multicenter Prospective Comparison of the Accreditation Council for Graduate Medical Education Milestones: Clinical Competency Committee vs. Resident Self-Assessment

Watson, Ryan S.; Borgert, Andrew J.; O’Heron, Colette T.; Kallies, Kara J.; Sidwell, Richard A.; Mellinger, John D.; Joshi, Amit; Galante, Joseph M.; Chambers, Lowell W.; Morris, Jon B.; Josloff, Robert; Melcher, Marc L.; Fuhrman, George M.; Terhune, Kyla P.; Chang, Lily; Ferguson, Elizabeth M.; Auyang, Edward D.; Patel, Kevin R.; Jarman, Benjamin T.

doi:10.1016/j.jsurg.2017.06.009

Cited by 42 publications

(29 citation statements)

References 8 publications

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“…Since milestones and the NAS itself are relatively new to the graduate medical education community, it is still unclear to what extent individual CCCs have adopted standardized approaches for generating milestone ratings and whether their processes and criteria for generating those ratings have remained consistent from one year to the next. Since the introduction of the NAS, insight into CCC composition and function has come from a small number of in-depth qualitative studies, 3–9 although none of these have systematically studied factors affecting the variability of milestone ratings over time.…”

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confidence: 99%

A National Study of Longitudinal Consistency in ACGME Milestone Ratings by Clinical Competency Committees: Exploring an Aspect of Validity in the Assessment of Residents’ Competence

et al. 2019

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confidence: 99%

A National Study of Longitudinal Consistency in ACGME Milestone Ratings by Clinical Competency Committees: Exploring an Aspect of Validity in the Assessment of Residents’ Competence

et al. 2019

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“…Although training and accreditation system for surgical residency vary among different countries, the main goal of residency training as such is the same, that is, to gain the ability of providing quality patient care worldwide. However, today's medical education requires surgical residents who are capable of meeting increasingly complex challenges (8,9). Meanwhile, professional development in terms of scienti c research could be another signi cant issue of medical education apart from learning of clinical patient care.…”

Section: Discussionmentioning

confidence: 99%

Another aspect of surgical residency training for future professional development through the application of mentorship program

Chan

Hsu

Yeh

et al. 2020

Preprint

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Background Traditionally, surgical residency training is more focused on obtaining surgical skills through a well-established coaching system worldwide. However, constant advances in medical science require surgeons to learn not only surgical skills but also the ability of scientific research to improve clinical practice and future professional development. The study aims to emphasize that professional education in terms of scientific research is also significant for surgical residency training. Methods All residents who entered the surgery residency program of the Department of Surgery in Linkou Chang Gung Memorial Hospital between years 2006 and 2015 were evaluated in the study. Generally, every resident is assigned to a mentor since the first year of residency. Then, the mentor would help the resident qualify a two-step evaluation in terms of scientific research during the residency training program. Results A total of 193 residents were evaluated in the study. All of them had completed the first step regarding oral presentation of their designated research, and the majority of residents obtained 80–90 points that were rated by referees. Overall, 102 residents (52.8%) had completed the second step with the publication of a research manuscript. The percentage of residents who had fulfilled the criteria of this two-step assessment ranged from 35.3–81.8% by year. Conclusions Surgical training has become more complex and challenging for residents nowadays. The continuing education for surgical residents should not be limited in coaching clinical practice. Scientific research is also essential for current surgical residency training, and a formal mentorship program may be beneficial for the future professional development of surgical residents.

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Section: Discussionmentioning

confidence: 99%

“…Multiple studies do exist comparing faculty-based milestone evaluations with resident’s self-assessments on those same milestones [ 10 - 12 ]. For example, in comparing 20 general surgery residents’ self-evaluations with the Clinical Competence Committee evaluation of their performance, most self-assessments were within half a level of the committee’s report [ 10 ]. In a study of all US Internal Medicine Residents, milestone-based rating by the faculty correlated with the prior non-developmentally based (unsatisfactory, satisfactory, superior) resident evaluation rating scale [ 13 ].…”

Section: Discussionmentioning

confidence: 99%

Analysis of Milestone-based End-of-rotation Evaluations for Ten Residents Completing a Three-year Anesthesiology Residency

Chemtob

Tanaka

Keil

et al. 2018

Cureus

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IntroductionFaculty are required to assess the development of residents using educational milestones. This descriptive study examined the end-of-rotation milestone-based evaluations of anesthesiology residents by rotation faculty directors. The goals were to measure: (1) how many of the 25 Accreditation Council for Graduate Medical Education (ACGME) anesthesiology subcompetency milestones were included in each of the residency’s rotations evaluations, (2) the percentage of evaluations sent to the rotation director that were actually completed by the director, (3) the length of time between the end of the residents' rotations and completion of the evaluations, (4) the frequency of straight line scoring, defined as the resident receiving the same milestone level score for all subcompetencies on the evaluation, and (5) how often a resident received a score below a Level 4 in at least one subcompetency in the three months prior to graduating.MethodsIn 2013, the directors for each the 24 anesthesia rotations in the Stanford University School of Medicine Anesthesiology Residency Program created new milestone-based evaluations to be used at the end of rotations to evaluate residents. The directors selected the subcompetencies from the list released by the ACGME that were most appropriate for their rotation. End-of-rotation evaluations for the post-graduate year (PGY)-2 to PGY-4 from July 1, 2014 to June 30, 2017 were retrospectively analyzed for a sample of 10 residents randomly selected from 22 residents in the graduating class.ResultsThe mean number of subcompetencies evaluated by each of the 24 rotations in the residency equaled 17.88 (standard deviation (SD): 3.39, range 10–24, median 18.5) from the available possible total of 25 subcompetencies. Three subcompetencies (medical knowledge, communication with patients and families, and coordination of patient care within the healthcare system) were included in the evaluation instruments of all 24 rotations. The three least frequently listed subcompetencies were: “acute, chronic, and cancer-related pain consultation/management” (25% of rotations had this on the end-of-rotation evaluation), “triage and management of critically ill patient in non-operative setting” (33%), and “education of patient, families, students, residents, and others” (38%). Overall, 418 end-of-rotation evaluations were issued and 341 (82%) completed, with 63% completed within one month, 22% between month one and two, and 15% after two months. The frequency of straight line scoring varied, from never occurring (0%) in three rotations to always occurring (100%) in two rotations, with an overall average of 51% (SD: 33%). Sixty-one percent of straight line scoring corresponded to the residents’ postgraduate year whereby, for example, a post-graduate year two resident received an ACGME Level 2 proficiency for all subcompetencies. Thirty-one percent of the straight line scoring was higher than the resident’s year of training (e.g., a PGY-2 received Level 3 or higher for all the subcompetencies). The rema...

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A Multicenter Prospective Comparison of the Accreditation Council for Graduate Medical Education Milestones: Clinical Competency Committee vs. Resident Self-Assessment

Cited by 42 publications

References 8 publications

A National Study of Longitudinal Consistency in ACGME Milestone Ratings by Clinical Competency Committees: Exploring an Aspect of Validity in the Assessment of Residents’ Competence

A National Study of Longitudinal Consistency in ACGME Milestone Ratings by Clinical Competency Committees: Exploring an Aspect of Validity in the Assessment of Residents’ Competence

Another aspect of surgical residency training for future professional development through the application of mentorship program

Analysis of Milestone-based End-of-rotation Evaluations for Ten Residents Completing a Three-year Anesthesiology Residency

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