Milestone Learning Trajectories of Residents at Five Anesthesiology Residency Programs

Tanaka, Pedro Paulo; Park, Yoon Soo; Roby, Jay; Ahn, Kyle; Kakazu, Clinton; Udani, Ankeet D.; Macario, Alex

doi:10.1080/10401334.2020.1842210

Cited by 16 publications

(19 citation statements)

References 25 publications

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“…However, graduation from these programs is time bound (when they complete the duration of the program without failing, they graduate). Some of these graduates may not be considered fully qualified for independent practice (Li et al, 2017;Hamstra et al, 2019;Tanaka et al, 2021;Goldhamer et al, 2022). What is missing are credentials demonstrating that the trainee can be entrusted to perform job activities.…”

Section: Verification Of Entrustmentmentioning

confidence: 99%

Entrustable professional activities: a model for job activity competency framework with microcredentials

Ma¹,

Cate

2023

IJILT

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PurposeJob competency frameworks are based on the listing skills required for a job. The assumption is that if a candidate is presumed to have the skills, then the candidate should be able to do the job. Thus, employers hope to identify prospective employees having the required skills. However, this may differ from knowing whether the employee is ready to be trusted to do the job activities with minimal or no supervision. The authors pose the question how employers might know about the capability of prospective employees to perform the job activities for which the employees are being hired.Design/methodology/approachIn health professions education, a job activity-based framework has been developed called “entrustable professional activities” (EPAs, activities to be entrusted). This paper reviews the job activity framework and EPAs used in medical education, considering how this might support preparation for work in other sectors of the labor market.FindingsThe authors describe the EPA framework, some implementation issues and how EPAs lead to a type of microcredential being awarded to individuals as the individuals demonstrate that the individuals can be entrusted with specific job activities.Originality/valueThe focus of this paper is to demonstrate that a medical education model could potentially be adopted by other industries to provide employers with information regarding the ability of a prospective employee in performing the job activities required. Such an approach would address employer's concerns about the job readiness of potential employees.

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Section: Verification Of Entrustmentmentioning

confidence: 99%

Entrustable professional activities: a model for job activity competency framework with microcredentials

Ma¹,

Cate

2023

IJILT

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“…31 Analysis of longitudinal anesthesiology milestones data in 5 US programs demonstrated that the frequency of straightlining varied significantly by program, from 9% to 57%. 32 While this could represent a true lack in variation in resident competence, straightlining conflicts with the CBME concept that trainees progress at different stages for various competencies. Rather, straightlining may suggest that individualized resident assessments are not occurring or that programs lack a reliable method for assessing specific milestones.…”

Section: What Areas In Cbme Need More Work?mentioning

confidence: 99%

Competency-Based Medical Training in Anesthesiology: Has It Delivered on the Promise of Better Education?

Kealey

Naik

2022

Anesthesia &Amp; Analgesia

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“…Increase learner engagement, performance gain, and behavioral change Mobile learning [17] Mobile apps [18] Personalized learning [19] Digitization of ILT [20] Performance support tools [21] Informal learning [22] Social learning [23,24] Self-directed learning [25,26] Provide immersive learning experiences Microlearning [27] Gamification [28,29] Video-based learning [30] AR/VR and MR (immersive learning) [31][32][33][34] Evaluate impact and improve learning yields Learning experience platforms Learner analytics [35] Artificial intelligence [36,37] AR, augmented reality; ILT, instructor-led-training; MR, mixed-reality; VR, virtual reality. Adapted from [16].…”

Section: Table 2 E-learning Trends Of 2020mentioning

confidence: 99%

e-Learning in regional anesthesia

Prineas

Cuyx

Smet

2021

Current Opinion in Anaesthesiology

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Purpose of reviewTo explore the role and impact of e-learning technologies on regional anesthesia. Recent findings21st century technologies, such as 'smart' medical appliances, personal computers, sophisticated apps, the ubiquitous Internet, and online 'e-learning' curricula, are having a powerful impact on anesthesia training: when we learn, what we learn, and how we learn. But is 'new' necessarily 'better'? The answer will result from the application of developments in IT technology through the current vision of architects of future anesthesia training programs. This narrative review aims to summarize the recent developments in anesthesia e-learning, and to forecast trends using regional anesthesia as an example.

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Milestone Learning Trajectories of Residents at Five Anesthesiology Residency Programs

Cited by 16 publications

References 25 publications

Entrustable professional activities: a model for job activity competency framework with microcredentials

Entrustable professional activities: a model for job activity competency framework with microcredentials

Competency-Based Medical Training in Anesthesiology: Has It Delivered on the Promise of Better Education?

e-Learning in regional anesthesia

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