Meeting the Accreditation Council for Graduate Medical Education competencies using established residency training program assessment tools

Brasel, Karen J.; Bragg, Dawn; Simpson, Deborah; Weigelt, John A.

doi:10.1016/j.amjsurg.2003.11.036

Cited by 47 publications

(27 citation statements)

References 8 publications

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“…The creation of such assessment methods poses a challenge. 24 The concerns that surround the creation of assessment tools were raised by program directors of urology, family medicine, and otolaryngology residencies. 6,11,14 Yet, despite these challenges, program directors reported that they were also efficiently using various ACGME-recommended methods of evaluations, with a range from 91% reported in orthopedics, family medicine, and urology residency programs to 30% reported in otolaryngology (T A B L E 1 ).…”

Section: Discussionmentioning

confidence: 99%

Barriers to Implementing the ACGME Outcome Project: A Systematic Review of Program Director Surveys

Malik¹,

Varela²,

Stewart³

et al. 2012

Journal of Graduate Medical Education

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Introduction The Accreditation Council for Graduate Medical Education (ACGME) introduced the Outcome Project in July 2001 to improve the quality of resident education through competency-based learning. The purpose of this systematic review is to determine and explore the perceptions of program directors regarding challenges to implementing the ACGME Outcome Project. Methods We used the PubMed and Web of Science databases and bibliographies for English-language articles published between January 1, 2001, and February 17, 2012. Studies were included if they described program directors' opinions on (1) barriers encountered when attempting to implement ACGME competency-based education, and (2) assessment methods that each residency program was using to implement competency-based education. Articles meeting the inclusion criteria were screened by 2 researchers. The grading criterion was created by the authors and used to assess the quality of each study. Results The survey-based data reported the opinions of 1076 program directors. Barriers that were encountered include: (1) lack of time; (2) lack of faculty support; (3) resistance of residents to the Outcome Project; (4) insufficient funding; (5) perceived low priority for the Outcome Project; (6) inadequate salary incentive; and (7) inadequate knowledge of the competencies. Of the 6 competencies, those pertaining to patient care and medical knowledge received the most responses from program directors and were given highest priority. Conclusions The reviewed literature revealed that time and financial constraints were the most important barriers encountered when implementing the ACGME Outcome Project.

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Section: Discussionmentioning

confidence: 99%

Barriers to Implementing the ACGME Outcome Project: A Systematic Review of Program Director Surveys

Malik¹,

Varela²,

Stewart³

et al. 2012

Journal of Graduate Medical Education

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“…7,8 When checklists are used in direct observation of clinical care, a wealth of assessment data can be obtained. However, a comprehensive system based on direct observation is difficult to achieve 2,4,8 and requires frequent assessment in multiple contexts. 2,8,9 Behavioral checklists require that competencies be distilled into observable behaviors.…”

Section: Introductionmentioning

confidence: 99%

“…2 While some studies have focused on the assessment of residency programs, 3 more scholarly attention has centered on resident assessment. 2,[4][5][6][7] Focus on the performance of individual residents demonstrates a need for competency-based education and assessment.…”

Section: Introductionmentioning

confidence: 99%

The Radar Graph: the Development of an Educational Tool to Demonstrate Resident Competency

Keister¹,

Larson²,

Dostal³

et al. 2012

Journal of Graduate Medical Education

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Background Despite the movement toward competency-based assessment by accrediting bodies in recent years, there is no consensus on how to best assess medical competence. Direct observation is a useful tool. At the same time, a comprehensive assessment system based on direct observation has been difficult to develop. Intervention We developed a system that translates data obtained from checklists of observed behaviors completed during educational activities, including direct observation of clinical care, into a graphic tool (the “radar graph”) usable for both formative and summative assessment. Using unique, observable behaviors to evaluate levels of competency on the Dreyfus scale, we assessed resident performance in 6 learning sites within our residency. Data are represented on a radar graph, which residents and faculty used to recognize both strengths and areas for growth to guide educational planning for the individual learner. Results Initial data show that the radar graphs have construct validity because the development process accurately reflects the desired construct, assessors were adequately trained, and the radar graphs demonstrated resident growth over time. A form completion rate of 90% for >1500 disseminated assessments suggests the feasibility of our process. Conclusions The radar graph is a promising tool for use in resident feedback and competency assessment. Further research is needed to determine the full utility of the radar graphs, including a better understanding of the tool's reliability and construct validity.

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“…While 360°evaluations have been found useful in the business community, experience in residency education remains limited to a few pilot projects, 2-4 which have found some benefit but at tremendous cost. 5 Methodologic issues also include the finding that sicker patients tend to give their physicians lower scores 6 and the fact that patients may have language barriers and limited access to computers to enter results. Although systematic research into the optimal way to conduct these evaluations is ongoing, several questions remain unanswered: Who should evaluate?…”

Section: Personal Observationmentioning

confidence: 99%

Dr. Strangelove, or how I learned to stop worrying and love the core competencies

Elkind¹

2005

Neurology

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Meeting the Accreditation Council for Graduate Medical Education competencies using established residency training program assessment tools

Cited by 47 publications

References 8 publications

Barriers to Implementing the ACGME Outcome Project: A Systematic Review of Program Director Surveys

Barriers to Implementing the ACGME Outcome Project: A Systematic Review of Program Director Surveys

The Radar Graph: the Development of an Educational Tool to Demonstrate Resident Competency

Dr. Strangelove, or how I learned to stop worrying and love the core competencies

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