Intern underperformance is detected more frequently in emergency medicine rotations

Aram, Narelle; Brazil, Victoria; Davin, Lorna; Greenslade, Jaimi

doi:10.1111/1742-6723.12031

Cited by 12 publications

(13 citation statements)

References 14 publications

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“…Assessors need to consider which of the 10 items are most important for monitoring development of the junior doctor and whether this differs for different clinical attachments. One recent study suggested that underperformance of junior doctors was more likely to be detected in emergency medicine rotations [18]. …”

Section: Discussionmentioning

confidence: 99%

Assessment of Junior Doctor performance: a validation study

2013

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BackgroundIn recent years, Australia has developed a National Junior Doctor Curriculum Framework that sets out the expected standards and describes areas of performance for junior doctors and through this has allowed a national approach to junior doctor assessment to develop. Given the significance of the judgments made, in terms of patient safety, development of junior doctors, and preventing progression of junior doctors moving to the next stage of training, it is essential to develop and validate assessment tools as rigorously as possible. This paper reports on a validation study of the Junior Doctor Assessment Tool as used for PGY1 doctors to evaluate the psychometric properties of the instrument and to explore the effect of length of experience as a PGY1 on assessment scores.MethodsThis validation study of the Australian developed Junior Doctor Assessment Tool as it was used in three public and other associated hospitals in Western Australia for PGY1 across a two year period addressed two core aims, namely: (1) to evaluate the psychometric properties of the instrument; (2) to explore the effect of length of experience as a PGY1 on assessment scores.ResultsThe highest mean scores were for professional behaviours, teamwork and interpersonal skills and the lowest were for procedures. Most junior doctors were assessed three or more times and scores were not different in the first rotation compared to subsequent rotations. While statistically significant, there appeared to be little practical influence on scores obtained by the number of times they were assessed. Principal component analysis identified two principal components of junior doctor performance are being assessed rather than the commonly reported three. A Cronbach Alpha of .883 was calculated for the 10 item scale.ConclusionsNow that the components of the tool have been analysed it will be more meaningful and potentially more influential to consider these factors on the potential educational impact of this assessment process for monitoring junior doctor development and progression.

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Section: Discussionmentioning

confidence: 99%

Assessment of Junior Doctor performance: a validation study

2013

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“…The sources of funding were as follows: five federal (two NIH, one Canada, and one Taiwan), five universitysponsored, two industry-supported, and two organizationally funded. Research methodology included 17 surveys (36%), 17,19,21,25,30,31,33,37,40,42,46,[50][51][52]54,60,61 15 (31%) observational analyses, [14][15][16]22,23,27,32,33,38,44,47,49,56,57,59 and three (6%) qualitative methodology studies. 19,28,45 There were only 12 (25%) with an experimental or quasi-experimental study design, 20,24,26,35,36,39,41,43,48,53,55,57 with five of the highlighted articles using this rigorous design.…”

Section: Trends In Medical Education Research In 2012mentioning

confidence: 99%

“…41,55 Each of the articles with a pediatric focus had the primary or supporting author with specialized pediatric training. Other prevalent subject areas with specialty author collaboration were psychiatry, 23,31,50,52,54 education, 15,16,18,20,33,34,36,57 and disaster medicine, 22,30,34,36,42 with all but one using simulation in their studies. Five articles (10%) this year evaluated tools that were developed for educational purposes 14,29,32,36,56 and learning methods were evaluated in eight articles (17%).…”

Section: Trends In Medical Education Research In 2012mentioning

confidence: 99%

Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2012

Lin

Fisher

Coates

et al. 2014

Academic Emergency Medicine

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Objectives: The objective was to critically appraise and highlight medical education research published in 2012 that was methodologically superior and whose outcomes were pertinent to teaching and education in emergency medicine (EM).Methods: A search of the English language literature in 2012 querying Education Resources Information Center (ERIC), PsychInfo, PubMed, and Scopus identified EM studies using hypothesis-testing or observational investigations of educational interventions. Two reviewers independently screened all of the publications and removed articles using established exclusion criteria. This year, publications limited to a single-site survey design that measured satisfaction or self-assessment on unvalidated instruments were not formally reviewed. Six reviewers then independently ranked all remaining publications using one of two scoring systems depending on whether the study methodology was primarily qualitative or quantitative. Each scoring system had nine criteria, including four related to methodology, that were chosen a priori, to standardize evaluation by reviewers. The quantitative study scoring system was used previously to appraise medical education published annually in 2008 through 2011, while a separate, new qualitative study scoring system was derived and implemented consisting of parallel metrics.Results: Forty-eight medical education research papers met the a priori criteria for inclusion, and 33 (30 quantitative and three qualitative studies) were reviewed. Seven quantitative and two qualitative studies met the criteria for inclusion as exemplary and are summarized in this article. In this fifth installment of the annual critical appraisal series, the same six reviewers used previously published criteria to critically analyze and rank the EM education research from 2012. The focus of this article is to review and highlight the methodologically superior studies that are pertinent to teaching and education in EM. Trends in EM education research over the past 5 years are summarized. We hope that this paper will serve as a valuable resource for EM educators and researchers invested in the scholarship of teaching. 2 METHODS Article IdentificationA medical librarian (LM) performed the literature search in the medical and social sciences literature domains and supplied medical subject heading (MeSH) and keyword terms. MEDLINE was searched through PubMed using a Boolean search strategy that incorporated the following MeSH terms: emergency medicine and medical education, medical student, internship and residency, teaching rounds, undergraduate medical education, graduate medical education, and continuing medical education. Keyword variants for the MeSH terms were included in the search for comprehensiveness. Boolean searches of other databases, including Scopus ("medical education" and emergency), Education Resources Information Center (ERIC; emergency medicine), and PsychInfo (emergency medicine and education) were performed using keyword searching and where possible using the da...

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“…10,15,16,21,24,29,30,33,36,38,39,42,46,47,49,50 Learner competence continued to be a prominent research topic, which was studied in 14 (33%) articles. 13,14,17,18,22,23,25,27,32,35,[43][44][45]50 Pediatric topics continued to be studied at about the same rate as in 2012, with seven (16%) articles. 18,21,25,33,37,40,48 Eleven articles (26%) evaluated learners' procedural competency.…”

Section: Trends In Medical Education Research In 2013mentioning

confidence: 99%

Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2013

Farrell

Kuhn

Coates

et al. 2014

Academic Emergency Medicine

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Objectives: The objective was to critically appraise and highlight methodologically superior medical education research articles published in 2013 whose outcomes are pertinent to teaching and education in emergency medicine (EM).Methods: A search of the English-language literature in 2013 querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 251 EM-related studies using hypothesis-testing or observational investigations of educational interventions. Two reviewers independently screened all of the publications and removed articles using established exclusion criteria. Six reviewers then independently scored the remaining 43 publications using either a qualitative a or quantitative scoring system, based on the research methodology of each article. Each scoring system consisted of nine criteria. Selected criteria were based on accepted educational review literature and chosen a priori. Both scoring systems used parallel scoring metrics and have been used previously within this annual review.Results: Forty-three medical education research papers (37 quantitative and six qualitative studies) met the a priori criteria for inclusion and were reviewed. Six quantitative and one qualitative study were scored and ranked most highly by the reviewers as exemplary and are summarized in this article.Conclusions: This annual critical appraisal article aims to promote superior research in EM-related education, by reviewing and highlighting seven of 43 major education research studies, meeting a priori criteria, and published in 2013. Common methodologic pitfalls in the 2013 papers are noted, and current trends in medical education research in EM are discussed.ACADEMIC EMERGENCY MEDICINE 2014;21:1274-1283 by the Society for Academic Emergency Medicine Q uality, hypothesis-driven education research is necessary to promote evidence-based decisions about effective ways to teach the physicians of tomorrow. Education research has gained increasing support and prominence in emergency medicine (EM) academia, with available grant opportunities from the Society of Academic Emergency Medicine and the Council of Emergency Medicine Residency Directors. Furthermore, the 2012 Academic Emergency Medicine consensus conference focused on the theme "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" to promote a national initiative to advance the field of education research. 1 In this sixth installment of the annual critical appraisal series, the same six reviewers used previously published criteria 2 to critically analyze and rank the EM education research from 2013. The focus of this article is to review and highlight the methodologically superior studies that are pertinent to teaching and education in EM. Trends in EM education research over the past 6 years, as they can be inferred from this review, are summarized. It is METHODS Article IdentificationThe previously described methodology to search for relevant publications was used. 2 Publications...

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Intern underperformance is detected more frequently in emergency medicine rotations

Abstract: The prevalence of underperformance among interns is low, although higher than previously suggested. Emergency medicine detects relatively more interns in difficulty than other rotations.

Cited by 12 publications

References 14 publications

Assessment of Junior Doctor performance: a validation study

Assessment of Junior Doctor performance: a validation study

Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2012

Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2013

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