Advancing Resident Assessment in Graduate Medical Education

Abstract

The committee constructed a set of standards, a methodology for applying the standards, and grading rules for their review of assessment method quality. It developed a simple report card for displaying grades on each standard and an overall grade for each method reviewed. It also described an assessment system of factors that influence assessment quality. The committee proposed a coordinated, national-level infrastructure to support enhancements to assessment, including method development and assessor training. It recommended the establishment of a new assessment review group to continue its work of evaluating assessment methods. The committee delivered a report summarizing its activities and 5 related recommendations for implementation to the ACGME Board in September 2008.

Aligning In-Service Training Examinations in Plastic Surgery and Orthopaedic Surgery With Competency-Based Education

“…Considering the laborintensive process to develop and evaluate the milestones for evidence of validity, they serve as a useful blueprint for writing ITEs. [19][20][21][22][23][24] By using such a framework, ITE scoring may be better integrated with clinical evaluations using the milestones, and it may be useful to compare faculty-rated milestone performance with objective ITE results. A step toward this goal would be to crosswalk milestones and competencies with ITE questions.…”

Education in Professionalism: Results from a Survey of Pediatric Residency Program Directors

“…16 Program leaders may benefit from additional training in implementing instruments to evaluate professionalism and interpreting data derived from them. The American Board of Pediatrics has developed an instrument for the assessment of professionalism, 22 and the experience of educators in other specialties may be useful for pediatric program directors.…”

Mapping Direct Observations From Objective Structured Clinical Examinations to the Milestones Across Specialties

“…When the Accreditation Council for Graduate Medical Education (ACGME) identified 6 core competencies to evaluate postgraduate trainees, 1 teaching institutions incorporated various methods to assess these competencies, including objective structured clinical examinations (OSCEs). In the Next Accreditation System (NAS), milestones were developed for each specialty to define learning progression from beginner to expert within the core competencies.…”