Beyond the “E” in OSCE

Abstract

This document presents milestones designed for programs to use in semi-annual review of resident performance and reporting to the ACGME. Milestones are knowledge, skills, attitudes, and other attributes for each of the ACGME competencies organized in a developmental framework from less to more advanced. They are descriptors and targets for resident performance as the resident moves from entry into residency through graduation. In the initial years of implementation, the Review Committee will examine Milestone performance data for each program's residents as one element in the Next Accreditation System (NAS) to determine whether residents overall are progressing.For each reporting period, review and reporting will involve selecting the level of milestones that best describes each resident's current performance level in relation to these milestones. Milestones are arranged into numbered levels. Selection of a level implies that the resident substantially demonstrates the milestones in that level, as well as those in lower levels (see the diagram on page v). A general interpretation of levels for anesthesiology is below:Level 1: The resident demonstrates milestones expected of a resident who has completed one post-graduate year of education in either an integrated anesthesiology program or another preliminary education year prior to entering the CA1 year in anesthesiology. Level 2: The resident demonstrates milestones expected of a resident in anesthesiology residency prior to significant experience in the subspecialties of anesthesiology. Level 3: The resident demonstrates milestones expected of a resident after having experience in the subspecialties of anesthesiology. Level 4: The resident substantially fulfills the milestones expected of an anesthesiology residency, and is ready to transition to independent practice. This level is designed as the graduation target. Level 5: The resident has advanced beyond performance targets defined for residency, and is demonstrating "aspirational" goals which might describe the performance of someone who has been in practice for several years. It is expected that only a few exceptional residents will reach this level for selected milestones.iii Independently serves as a consultant to other members of the health care team regarding optimal pre-anesthetic preparation Consistently ensures that informed consent is comprehensive and addresses patient and family needs Comments:

The escape room as evaluation method: A qualitative study of nursing students’ experiences

“…This adds a new value to learners' assessments where traditionally the established purpose of assessment was to describe the nursing's student abilities and skills required for a proposed clinical case, incorporating and adapting the student to professional learning environments (Helminen et al 2016;Arribas-Marín et al 2017). However, traditional evaluation methods such as the Objective Structured Clinical Examination (OSCE) approaches in a fragmentary and individual manner (Rebel et al 2018) and therefore, with this new methods such as the Escape Room, the purpose of assessment includes to create and promote strategies and strengths to the students through solving activities and problems, self-reflection, coordination and communication in group (Connelly et al 2018;Brown et al 2019;Gómez-Urquiza et al 2019).…”

Experience Is the Teacher of All Things: Prior Participation in Anesthesiology OSCEs Enhances Communication of Treatment Options With Simulated High-Risk Patients

“…Beyond preparation for a board certification exam, residency programs are also us-continued from previous page continued on next page Original Research ing OSCEs to provide a unique opportunity to both teach and evaluate residents on the ACGME milestone subcompetencies, especially those that are either rare or hard to observe in daily clinical settings (eg management of ethical dilemmas or disclosing adverse outcomes to patients). 3,13 OSCEs have proven to be a feasible and reliable approach to overcome many of the barriers to milestone assessments. 4,14 Findings from this study lend further justification for residency programs to continue to dedicate time, funding, and resources towards implementing OSCEs at their residency program.…”

The ultrasound use of simulators, current view, and perspectives: Requirements and technical aspects (WFUMB state of the art paper)

“…Ultrasound learners can now develop image acquisition, interpretation, and procedure skills through a variety of simulation technologies. [ 7 , 88 , 92 93 94 95 96 97 98 99 100 101 102 103 104 ] Additional ultrasound simulation applications have been developed to further assess how well learners can integrate ultrasound findings into clinical decision-making. [ 99 , 105 ]…”