Audit and summative assessment: a completed audit cycle

Lough, J R M; Murray, T S

doi:10.1046/j.1365-2923.2001.00868.x

Cited by 12 publications

(14 citation statements)

References 3 publications

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“…[11][12][13][15][16][17][18][19][20][21][22][23] However, further evidence from a range of GP groups as to its overall utility is necessary to inform future development. 24,25 GP appraisers are a key group with important professional insights into the strengths and weakness of the appraisal system and how it may be enhanced.…”

Section: -13mentioning

confidence: 99%

“…The model involves the application of formative assessment instruments, 11,15,16 by trained GP peers to facilitate developmental feedback for participants. For audit and SEA submissions, two GP peers (from a group of 20) are allocated to independently review submitted reports, with a single reviewer used for videos of consultations (from a group of 20).…”

Section: Completion Of Core Appraisal Tasksmentioning

confidence: 99%

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Verifying appraisal evidence using feedback from trained peers: views and experiences of Scottish GP appraisers

et al. 2009

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Section: -13mentioning

confidence: 99%

Section: Completion Of Core Appraisal Tasksmentioning

confidence: 99%

Verifying appraisal evidence using feedback from trained peers: views and experiences of Scottish GP appraisers

et al. 2009

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“…This is important in the QI process because it enables programs to examine areas of concern in quality, safety, 8 or other issues within a confidential, protected process. Discussions with the university legal department were conducted to ensure the ''peer protection'' status of the completed template.…”

Section: Bottom Linementioning

confidence: 99%

Use of a Structured Template to Facilitate Practice-Based Learning and Improvement Projects

McClain¹,

Babbott²,

Tsue³

et al. 2012

Journal of Graduate Medical Education

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Background The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to meet and demonstrate outcomes across 6 competencies. Measuring residents' competency in practice-based learning and improvement (PBLI) is particularly challenging. Purpose We developed an educational tool to meet ACGME requirements for PBLI. The PBLI template helped programs document quality improvement (QI) projects and supported increased scholarly activity surrounding PBLI learning. Methods We reviewed program requirements for 43 residency and fellowship programs and identified specific PBLI requirements for QI activities. We also examined ACGME Program Information Form responses on PBLI core competency questions surrounding QI projects for program sites visited in 2008–2009. Data were integrated by a multidisciplinary committee to develop a peer-protected PBLI template guiding programs through process, documentation, and evaluation of QI projects. All steps were reviewed and approved through our GME Committee structure. Results An electronic template, companion checklist, and evaluation form were developed using identified project characteristics to guide programs through the PBLI process and facilitate documentation and evaluation of the process. During a 24 month period, 27 programs have completed PBLI projects, and 15 have reviewed the template with their education committees, but have not initiated projects using the template. Discussion The development of the tool generated program leaders' support because the tool enhanced the ability to meet program-specific objectives. The peer-protected status of this document for confidentiality and from discovery has been beneficial for program usage. The document aggregates data on PBLI and QI initiatives, offers opportunities to increase scholarship in QI, and meets the ACGME goal of linking measures to outcomes important to meeting accreditation requirements at the program and institutional level.

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“…According to Lough and Murray, 32 projects have four characteristics: they aid learner understanding of an issue through active involvement in a real-life problem, prompt learner responsibility for planning and completing learning activities, comprise work carried out over a period of time, and result in a written product. 33 The topic for a PBLI project is stimulated by physician awareness of a practice behavior that needs improvement.…”

Section: Projectmentioning

confidence: 99%

“…The projects, which begin in the final year of training, have to be completed within 1 year and are graded according to a checklist that has been modified and improved since its initial use in 1997. 32,33 Checklist criteria require the following characteristics of each project be examined: project rationale, choice of intervention (and supporting evidence), standard setting, preparation, implementation, data collection, and conclusions.…”

Section: Projectmentioning

confidence: 99%