Effect of Trainee Performance Data on Standard-Setting Judgments Using the Mastery Angoff Method

Prenner, Stuart B.; McGaghie, William C.; Chuzi, Sarah; Cantey, Eric; Didwania, Aashish

doi:10.4300/jgme-d-17-00781.1

Cited by 4 publications

(2 citation statements)

References 19 publications

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“…[15][16][17] The rigorous MPS set for this curriculum -93.3% -is similar to the high standards set for other mastery learning interventions. 18,21 While mastery, defined as meeting the MPS, is ultimately a dichotomous variable, analyzing performance by checklist score allowed for a more granular understanding of a learner's Western Journal of Emergency Medicine 6…”

Section: Discussionmentioning

confidence: 99%

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Simulation-based Mastery Learning Improves Emergency Medicine Residents’ Ability to Perform Temporary Transvenous Cardiac Pacing

Klein

Schmitz

Adler

et al. 2022

WestJEM

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Introduction: Temporary transvenous cardiac pacing (TVP) is a critical intervention that emergency physicians perform infrequently in clinical practice. Prior simulation studies revealed that emergency medicine (EM) residents and board-certified emergency physicians perform TVP poorly during checklist-based assessments. Our objective in this report was to describe the design and implementation of a simulation-based mastery learning (SBML) curriculum and evaluate its impact on EM residents’ ability to perform TVP. Methods: An expert panel of emergency physicians and cardiologists set a minimum passing standard (MPS) for a previously developed 30-item TVP checklist using the Mastery Angoff approach. Emergency medicine residents were assessed using this checklist and a high-fidelity TVP task trainer. Residents who did not meet the MPS during baseline testing viewed a procedure video and completed a 30-minute individual deliberate practice session before retesting. Residents who did not meet the MPS during initial post-testing completed additional deliberate practice and assessment until meeting or exceeding the MPS. Results: The expert panel set an MPS of correctly performing 28 (93.3%) checklist items. Fifty-seven EM residents participated. Mean checklist scores improved from 13.4 (95% CI 11.8-15.0) during baseline testing to 27.5 (95% CI 26.9-28.1) during initial post-testing (P < 0.01). No residents met the MPS at baseline testing. The 21 (36.8%) residents who did not meet the MPS during initial post-testing all met or exceeded the MPS after completing one additional 30-minute deliberate practice session. Conclusion: Emergency medicine residents demonstrated significantly improved TVP performance with reduced variability in checklist scores after completing a simulation-based mastery learning curriculum.

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Section: Discussionmentioning

confidence: 99%

“… 15 – 17 The rigorous MPS set for this curriculum – 93.3% – is similar to the high standards set for other mastery learning interventions. 18 , 21 …”

Section: Discussionmentioning

confidence: 99%