Description of a Developmental Criterion-Referenced Assessment for Promoting Competence in Internal Medicine Residents

Varney, Andrew; Todd, Christine; Hingle, Susan; Clark, Michael

doi:10.4300/01.01.0012

Cited by 12 publications

(5 citation statements)

References 14 publications

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“…IM program directors have dedicated significant efforts to implementing these milestones (now referred to as curricular milestones) into curricula, assessment, and evaluations [3][4][5] in accordance with the principles of CBME. Milestones serve as valuable resources for assessment and feedback in CBME, and internal medicine (IM) and pediatrics have led the way in developing them.…”

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confidence: 99%

Sustaining Quality Improvement and Patient Safety Training in Graduate Medical Education

et al. 2013

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confidence: 99%

Sustaining Quality Improvement and Patient Safety Training in Graduate Medical Education

et al. 2013

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“…In the majority of these studies, new assessment tools were developed or previously known ones modified for this purpose 29–32,34–36,38. Two articles evaluated self-developed oral simulated clinical examination (OSCE) 29,32.…”

Section: Resultsmentioning

confidence: 99%

“… 28 – 37 In the majority of these studies, new assessment tools were developed or previously known ones modified for this purpose. 29 – 32 , 34 – 36 , 38 Two articles evaluated self-developed oral simulated clinical examination (OSCE). 29 , 32 The OSCEs in these studies had several stations, in order to assess residents’ competencies, including the care-management competency.…”

Section: Resultsmentioning

confidence: 99%

Evaluating medical residents as managers of care: a critical appraisal of assessment methods

Busari¹,

Stammen²,

Gennissen³

et al. 2014

AMEP

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IntroductionThe increasing demands for effective and efficient health care delivery systems worldwide have resulted in an expansion of the desired competencies that physicians need to possess upon graduation. Presently, medical residents require additional professional competencies that can prepare them to practice adequately in a continuously changing health care environment. Recent studies show that despite the importance of competency-based training, the development and evaluation of management competencies in residents during residency training is inadequate. The aim of this literature review was to find out which assessment methods are currently being used to evaluate trainees’ management competencies and which, if any, of these methods make use of valid and reliable instruments.MethodsIn September 2012, a thorough search of the literature was performed using the PubMed, Cochrane, Embase®, MEDLINE®, and ERIC databases. Additional searches included scanning the references of relevant articles and sifting through the “related topics” displayed by the databases.ResultsA total of 25 out of 178 articles were selected for final review. Four broad categories emerged after analysis that best reflected their content: 1) measurement tools used to evaluate the effect of implemented curricular interventions; 2) measurement tools based on recommendations from consensus surveys or conventions; 3) measurement tools for assessing general competencies, which included care-management; and 4) measurement tools focusing exclusively on care-management competencies.ConclusionLittle information was found about (validated) assessment tools being used to measure care-management competence in practice. Our findings suggest that a combination of assessment tools should be used when evaluating residents’ care-management competencies.

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“…2 Validity and reliability improve by employing an optimal number of response categories (4 to 7 for a Likert-type scale, with larger numbers adding little value) and ''anchoring'' descriptions for each response category. 3 The ACGME Milestone Project requires that rotation evaluations meaningfully assess whether trainees are progressively improving and meeting competency milestones.…”

Section: Introductionmentioning

confidence: 99%

Combating Grade Inflation in Nephrology Clinical Rotation Evaluations Using Faculty Education and a 5-Point Centered Rating Scale

Yuan

Nee

Abbott

et al. 2016

Journal of Graduate Medical Education

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Description of a Developmental Criterion-Referenced Assessment for Promoting Competence in Internal Medicine Residents

Abstract: We offer the new developmental criterion-referenced assessment as a unique application of the competences to the ABIM 9-point scale as a transferable model for improving the validity and reliability of resident evaluations across graduate medical education programs.

Cited by 12 publications

References 14 publications

Sustaining Quality Improvement and Patient Safety Training in Graduate Medical Education

Sustaining Quality Improvement and Patient Safety Training in Graduate Medical Education

Evaluating medical residents as managers of care: a critical appraisal of assessment methods

Combating Grade Inflation in Nephrology Clinical Rotation Evaluations Using Faculty Education and a 5-Point Centered Rating Scale

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