Growth mindset in competency-based medical education

Richardson, Denyse; Kinnear, Benjamin; Hauer, Karen E.; Turner, Teri L.; Warm, Eric J.; Hall, Andrew K.; Ross, Shelley; Thoma, Brent; Melle, Elaine Van

doi:10.1080/0142159x.2021.1928036

Cited by 85 publications

(74 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous educational quality improvement work has performed root cause analysis on student failure, but failure to fail may be a more serious critical event given its potential impact on patient care 25,26 . Emphasis on a growth mindset in learners would help them interpret low scores as tools to guide their educational growth 27,28 . Better education and training of faculty and students on the impacts of gender, race, and ethnicity on evaluations may also help them provide more focused, useful assessments of each other 29,30 .…”

Section: Discussionmentioning

confidence: 99%

“…25,26 Emphasis on a growth mindset in learners would help them interpret low scores as tools to guide their educational growth. 27,28 Better education and training of faculty and students on the impacts of gender, race, and ethnicity on evaluations may also help them provide more focused, useful assessments of each other. 29,30 Over time, such an environment would support more inclusive learning and professional development.…”

Section: F I G U R E 1 Low Performance Evaluations (Lpes) Over Timementioning

confidence: 99%

See 1 more Smart Citation

Role of faculty characteristics in failing to fail in clinical clerkships

et al. 2022

View full text Add to dashboard Cite

Introduction In the context of competency‐based medical education, poor student performance must be accurately documented to allow learners to improve and to protect the public. However, faculty may be reluctant to provide evaluations that could be perceived as negative, and clerkship directors report that some students pass who should have failed. Student perception of faculty may be considered in faculty promotion, teaching awards, and leadership positions. Therefore, faculty of lower academic rank may perceive themselves to be more vulnerable and, therefore, be less likely to document poor student performance. This study investigated faculty characteristics associated with low performance evaluations (LPEs). Method The authors analysed individual faculty evaluations of medical students who completed the third‐year clerkships over 15 years using a generalised mixed regression model to assess the association of evaluator academic rank with likelihood of an LPE. Other available factors related to experience or academic vulnerability were incorporated including faculty age, race, ethnicity, and gender. Results The authors identified 50 120 evaluations by 585 faculty on 3447 students between January 2007 and April 2021. Faculty were more likely to give LPEs at the midpoint (4.9%), compared with the final (1.6%), evaluation (odds ratio [OR] = 4.004, 95% confidence interval [CI] [3.59, 4.53]; p < 0.001). The likelihood of LPE decreased significantly during the 15‐year study period (OR = 0.94 [0.90, 0.97]; p < 0.01). Full professors were significantly more likely to give an LPE than assistant professors (OR = 1.62 [1.08, 2.43]; p = 0.02). Women were more likely to give LPEs than men (OR = 1.88 [1.37, 2.58]; p 0.01). Other faculty characteristics including race and experience were not associated with LPE. Conclusions The number of LPEs decreased over time, and senior faculty were more likely to document poor medical student performance compared with assistant professors.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: F I G U R E 1 Low Performance Evaluations (Lpes) Over Timementioning

confidence: 99%

Role of faculty characteristics in failing to fail in clinical clerkships

et al. 2022

View full text Add to dashboard Cite

show abstract

“…It should be noted that the effort to support PIF requires sensitivity on the part of educators to the natural tensions between coaching and competence (Sawatsky et al, 2020 ). The move to competency-based medical education has encouraged the “dual purposing of assessment”(Richardson et al, 2021 )—“assessment of learning ” as well as “assessment for learning ” (Lockyer et al, 2017 ; Watling & Ginsburg, 2019 ). The former approach is based on a fixed mindset of education, in which attributes and abilities are viewed as largely unchangeable, and performance is evaluated relative to a set of pre-specified outcomes (Dweck, 2016 ; Hong et al, 1999 ).…”

Section: Supporting Wellness Through Professional Identity Formationmentioning

confidence: 99%

Professional identity formation: linking meaning to well-being

Toubassi

Schenker

Roberts

et al. 2022

Adv in Health Sci Educ

View full text Add to dashboard Cite

Trainee distress and burnout continue to be serious concerns for educational programs in medicine, prompting the implementation of numerous interventions. Although an expansive body of literature suggests that the experience of meaning at work is critical to professional wellbeing, relatively little attention has been paid to how this might be leveraged in the educational milieu. We propose that professional identity formation (PIF), the process by which trainees come to not only attain competence, but additionally to “think, act and feel” like physicians, affords us a unique opportunity to ground trainees in the meaningfulness of their work. Using the widely accepted tri-partite model of meaning, we outline how this process can contribute to wellbeing. We suggest strategies to optimize the influence of PIF on wellbeing, offering curricular suggestions, as well as ideas regarding the respective roles of communities of practice, teachers, and formative educational experiences. Collectively, these encourage trainees to act as intentional agents in the making of their novel professional selves, anchoring them to the meaningfulness of their work, and supporting their short and long-term wellbeing.

show abstract

“…Lado et al [23] and Frank et al [13] provided valuable references in the construction of a competency‐based model and its application in the field of education. Richardson et al [31] adopted competency‐based medical education (CBME) for health profession training, and growth mindset was concerned. Considering the impact of the COVID‐19 pandemic on teaching–learning and assessments in medical colleges worldwide, Mahajan et al [26] analyzed the possibility of introducing an online assessment with a face‐to‐face evaluation and structuring a blended programmatic assessment in CBME.…”

Section: Introductionmentioning

confidence: 99%

Construction of a competition practice system for robotics engineering based on a competency model

Zhang

Meng

et al. 2022

Comp Applic In Engineering

View full text Add to dashboard Cite

Competition practice is of great significance for improving the engineering ability of undergraduates majoring in robotics engineering, and it occupies an important position in practical teaching systems. However, most existing competitions are spontaneously participated by students, and problems, such as poor systemicity, unclear ability‐training goals, and lack of an effective evaluation system, occur, resulting in limited improvement in students' ability. In this paper, a competency model for robotics engineering was proposed. It includes four dimensions: knowledge, skills, dispositions, and evaluation. The first three dimensions comprise multiple secondary and tertiary indices. On this basis, a competition practice system was established. The system includes four practical course groups and a final competition, and the competency model runs through before, during, and after practice. The competition practice system based on the competency model was applied to two groups of students. The analysis results show that students have a clear understanding of their own ability, and their comprehensive ability has been improved. This finding provides a reference for the construction of practice systems for other engineering majors.

show abstract

Growth mindset in competency-based medical education

Cited by 85 publications

References 61 publications

Role of faculty characteristics in failing to fail in clinical clerkships

Role of faculty characteristics in failing to fail in clinical clerkships

Professional identity formation: linking meaning to well-being

Construction of a competition practice system for robotics engineering based on a competency model

Contact Info

Product

Resources

About