Emergency Medicine Resident Self-assessment of Clinical Teaching Compared to Student Evaluation Using a Previously Validated Rubric

Cherney, Alan R.; Smith, Amy; Worrilow, Charles C.; Weaver, Kevin; Yenser, Dawn M; Macfarlan, Jennifer; Burket, Glenn A.; Koons, Andrew L; Melder, Raymond J.; Greenberg, Marna Rayl; Kane, Bryan G

doi:10.1016/j.clinthera.2018.06.013

Cited by 4 publications

(9 citation statements)

References 20 publications

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“…One of the studies, Dayal et al, 12 assessed 33,456 resident ACGME milestone evaluations completed by EM faculty, based on end‐of‐shift assessments across eight community and academic EM residency programs. The second study, Cherney et al, 38 analyzed 517 on‐shift teaching assessments of senior residents (PGY‐3 and PGY‐4) completed by fourth‐year medical students in a single suburban EM residency program.…”

Section: Resultsmentioning

confidence: 99%

Gender differences in emergency medicine resident assessment: A scoping review

Menchetti

Eagles

Ghanem

et al. 2022

AEM Education and Training

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Background Growing literature within postgraduate medical education demonstrates that female resident physicians experience gender bias throughout their training and future careers. This scoping review aims to describe the current body of literature on gender differences in emergency medicine (EM) resident assessment. Methods We conducted a scoping review which adhered to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews guidelines. We included research involving resident physicians or fellows in EM (population and context), which focused on the impact of gender on assessments (concept). We searched seven databases from the databases' inception to April 4, 2022. Two reviewers independently screened citations, completed full‐text review, and abstracted data. A third reviewer resolved any discrepancies. Results A total of 667 unique citations were identified; 10 studies were included, and all were conducted within the United States. Four studies reported differences in EM resident assessments attributable to gender within workplace‐based assessments (qualitative comments and quantitative scores) by both attending physicians and nonphysicians. Six studies investigating clinical competency committee scores, procedural scores, and simulation‐based assessments did not report any significant differences attributable to gender. Conclusions This scoping review found that gender bias exists within EM resident assessment most notably at the level of narrative comments typically received via workplace‐based assessments. As female EM residents receive higher rates of negative or critical comments and discordant feedback documented on assessment, these findings raise concern about added barriers female EM residents may face while progressing through residency and the impact on their clinical and professional development.

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Section: Resultsmentioning

confidence: 99%

Gender differences in emergency medicine resident assessment: A scoping review

Menchetti

Eagles

Ghanem

et al. 2022

AEM Education and Training

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“…Rating was based on a Likert scale from zero to five. The scale contained anchors derived directly from corresponding ACGME Milestones for Emergency Medicine, or from a combination of milestones, in each of the competencies: patient-centered communication (milestone 22), professional values (milestone 20), emergency management (milestones 1,3,4,7), data gathering (milestones 2,3,6), and medical knowledge (milestone 15) [2, 7].…”

Section: Methodsmentioning

confidence: 99%

“…The benefit of competency-based learning is largely driven by evidence of improvements in patient safety and clinical outcomes, overall efficiency, professional and personal satisfaction, and in decreased medico-legal liability [4-7]. Interestingly, the incidence of lawsuits against EM physicians has decreased significantly since the introduction of competency-based learning [6-7]. Patient care has improved, as demonstrated by shorter lengths of stay in the ED and higher patient satisfaction [1, 7].…”

Section: Introductionmentioning

confidence: 99%

“…Interestingly, the incidence of lawsuits against EM physicians has decreased significantly since the introduction of competency-based learning [6-7]. Patient care has improved, as demonstrated by shorter lengths of stay in the ED and higher patient satisfaction [1, 7]. Additionally, residency training may be positively affected, with programs having the potential to demonstrate improved efficiency in accomplishing training objectives over a shorter time [8].…”

Section: Introductionmentioning

confidence: 99%

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Focused Teaching Improves Medical Student Professionalism and Data Gathering Skills in the Emergency Department

Smith

Likourezos

Schiller

2019

Cureus

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Introduction: Leaders in medical education have developed milestones and core competencies in an attempt to ensure that relational skills, such as communication and professionalism, are emphasized in addition to the usual skills of medical knowledge, data gathering, and emergency stabilization during students' emergency medicine (EM) medical education. Providers facile in each of these areas have better patient outcomes, patient experiences, and decreased incidence of malpractice cases. The authors attempted to demonstrate that by deliberate teaching of these skills during an EM medical student clerkship, students could significantly improve their clinical performance.Methods: This prospective, randomized, single-blinded cohort study was performed at an academic, tertiary, urban ED to investigate the effects of a one-on-one preceptor shift on the clinical performance of fourth-year medical students. Students were randomized into two groups and assessed by pre- and post-intervention objective structured clinical encounters (OSCEs) with standardized patients (SPs) at weeks one and three. A crossover design was employed so that students in the control group participated in a preceptor shift after their second OSCE. Measurements were based on a five-point Likert scale assessment linked to early EM milestones as defined by the Accreditation Council on Graduate Medical Education (ACGME). Results: The mean improvement in total overall score was significantly greater in the intervention group: 4.31 versus 2.57 (Cohen’s d = 0.57, p = 0.029). When each milestone was assessed individually, students in the intervention group improved significantly in data gathering (Cohen’s d = 0.47, p = 0.048) and professionalism (Cohen’s d = 0.66, p = 0.011). There was a nonstatistically significant improvement for the intervention compared to control group in emergency management and communication skills. There was no improvement for either group in medical knowledge.Conclusion: A one-on-one preceptor shift can result in a statistically significant improvement in data gathering and professionalism skills as measured by OSCEs.

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“…As indicated by the three million plus downloads of the Emergency Medicine Critical Care (EMCrit) and the more than 15,000 members of Emergency Medicine Reviews And Perspectives (EM:RAP). Moreover, Podcasts and online tools for asynchronous learning are expanding exponentially [7,8]. However, there hasn't been much study done to find out how often asynchronous learning is among emergency medicine residents.…”

Section: Introductionmentioning

confidence: 99%

The Different Preferences of Learning among Emergency Medicine Residents in Riyadh, during their Residency Program

Alanazi

Alomari²,

Almuadwi³

et al. 2022

JPRI

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Traditional teaching approaches are giving way to new ones in medical education. Residents' interest in readily available educational resources is causing instructors to rethink their teaching strategies. This study aims to find which of these ways of learning is preferred by residents. A descriptive survey study was distributed among emergency residents who doing their program in Riyadh during the period from April 2021 to September 2021. All Saudi board emergency medicine residents R1, R2, R3, R4, and post-training residents within the last two years in Riyadh were included. Data were collected using an electronic survey (SurveyMonkey) using a validated questionnaire. This study analyzed 202 residents and post-graduated and ER residents regarding their learning sources and preferences. Participants were at different levels of training as 23.8% were in their first year of residency, 22.8% were in their second year, 19.3% were in their third year, 22.3% were in their fourth year and 11.9% finished their training during the last two years. The majority of the participants 57.4% claimed that they spend 1-2 hours of their extracurricular time on educational material.

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Emergency Medicine Resident Self-assessment of Clinical Teaching Compared to Student Evaluation Using a Previously Validated Rubric

Cited by 4 publications

References 20 publications

Gender differences in emergency medicine resident assessment: A scoping review

Gender differences in emergency medicine resident assessment: A scoping review

Focused Teaching Improves Medical Student Professionalism and Data Gathering Skills in the Emergency Department

The Different Preferences of Learning among Emergency Medicine Residents in Riyadh, during their Residency Program

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