Milestones: The Road to Faculty Development

Shah, Dhiren; Goettler, Claudia E.; Torrent, Daniel J.; Riddick, Alyson; Whitehurst, Kelley; Garrison, Herb; Waibel, Brett H.; Haisch, Carl E.

doi:10.1016/j.jsurg.2015.06.017

Cited by 11 publications

(7 citation statements)

References 11 publications

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“…For example, a medical educator who is not an expert in quality improvement would not typically be expected to lead a quality improvement team, as is the expectation in SBP1. Additional applications of ACGME milestone scores to faculty have been studied; however, most of these have evaluated faculty in only one domain (i.e., education) and do not mirror the broad content scope and the large numbers of SCs assessed for trainees 20‐22 …”

Section: Discussionmentioning

confidence: 99%

“…Additional applications of ACGME milestone scores to faculty have been studied; however, most of these have evaluated faculty in only one domain (i.e., education) and do not mirror the broad content scope and the large numbers of SCs assessed for trainees. [20][21][22] This could prompt PDs to consider those SCs for which a target level of 4 or greater is appropriate within the current scope and duration of training.…”

Section: Ta B L E 1 Demographic Information By Groupmentioning

confidence: 99%

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Pediatric emergency medicine fellows’ milestone evaluations: Do they all meet the targets for graduation?

Roskind

Leonard

Baghdassarian

et al. 2021

AEM Education and Training

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Background:The ACGME Milestone Project created a competency-based trainee assessment tool. Subcompetencies (SCs) are scored on a 5-point scale; level 4 is recommended for graduation. The 2018 Milestones Report found that across subspecialties, not all graduates attain level 4 for every SC. Objective: The objective was to describe the number of pediatric emergency medicine (PEM) fellows who achieve ≥ level 4 in all 23 SCs at graduation and identify SCs where level 4 is not achieved and factors predictive of not achieving a level 4. Methods: This is a multicenter, retrospective cohort study of PEM fellows from 2014 to 2018. Program directors provided milestone reports. Descriptive analysis of SC scores was performed. Subanalyses assessed differences in residency graduation scores, first-year fellowship scores, and the rate of milestone attainment between fellows who did and did not attain ≥ level 4 at graduation.Results: Data from 392 fellows were obtained. There were no SCs in which all fellows attained ≥ level 4 at graduation; the range of fellows scoring < level 4 per SC was 7% to 39%. A total of 67% of fellows did not attain ≥ level 4 on one or more SC. While some fellows failed to attain ≥ level 4 on up to all 23 SCs, 26% failed to meet level 4 on only one or two. In 19 SCs, residency graduation and/or first year fellow scores were lower for fellows who did not attain ≥ level 4 at graduation compared to those who did (mean difference = 0.74 points). Among 10 SCs, fellows who did not attain ≥ level 4 at graduation had a faster rate of improvement compared to those who did attain ≥ level 4. Conclusion:In our sample, 67% of PEM fellows did not attain level 4 for one or more of the SCs at graduation. Low scores during residency or early in fellowship may predict difficulty in meeting level 4 by fellowship completion.

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Section: Discussionmentioning

confidence: 99%

Section: Ta B L E 1 Demographic Information By Groupmentioning

confidence: 99%

Pediatric emergency medicine fellows’ milestone evaluations: Do they all meet the targets for graduation?

Roskind

Leonard

Baghdassarian

et al. 2021

AEM Education and Training

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“…The quality of teaching skills among faculty is critical to allowing trainees to gain competence for independent practice, and while considerable progress has been made on trainee assessment, faculty evaluation tools have lagged behind. [1][2][3] The Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements dictate that residents must evaluate faculty, underscoring the need for quality evaluation tools. 4,5 A competency-based evaluation (CBE) emphasizes behaviorally focused skills and developmental outcomes, and has long been used to assess trainees; however, there are no published CBEs for faculty in pediatric emergency medicine (PEM), and limited tools in pediatrics and EM.…”

Section: Introductionmentioning

confidence: 99%

A Competency-based Tool for Resident Evaluation of Pediatric Emergency Department Faculty

Sandler

Lee

Carter

et al. 2022

WestJEM

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“…Although milestones have been used for evaluation of faculty teaching in general surgery with encouraging results, limited data on this method exist in other disciplines. 6,7 At the outset, we proposed that this tool would provide more granularity for assessment of faculty teaching performance as evaluated by pediatric and medicine-pediatric residents and fellows. We also proposed that these evaluations would align more closely with ACGME annual resident and fellows survey questions around faculty teaching and thereby offer additional insights into these teaching behaviors of faculty.…”

Section: Introductionmentioning

confidence: 99%

Milestone-Based Tool for Learner Evaluation of Faculty Clinical Teaching

et al. 2017

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Introduction: Traditional normative Likert-type evaluations of faculty teaching have several drawbacks, including lack of granular feedback, potential for inflation, and the halo effect. To provide more meaningful data to faculty on their teaching skills and encourage educator self-reflection and skill development, we designed and implemented a milestone-based faculty clinical teaching evaluation tool. Methods: The evaluation tool contains 10 questions that assess clinical teaching skills with descriptive milestone behavior anchors. Nine of these items are based on the Stanford Faculty Development Clinical Teaching Model and annual Accreditation Council for Graduate Medical Education (ACGME) resident survey questions; the tenth was developed to address professionalism at our institution. The tool was developed with input from residency program leaders, residents, and the faculty development committee and piloted with graduate medical education learners before implementation. Results: More than 7,200 faculty evaluations by learners and 550 faculty self-evaluations have been collected. Learners found the form easy to use and preferred it to previous Likert-based evaluations. Over the 2 years that faculty selfevaluations have been collected, their scores have been similar to the learner evaluation scores. The feedback provided faculty with more meaningful data on teaching skills and opportunities for reflection and skill improvement and was used in constructing faculty teaching skills programs at the institutional level. Discussion: This innovation provides an opportunity to give faculty members more meaningful teaching evaluations and feedback. It should be easy for other institutions and programs to implement. It leverages a familiar milestone construct and incorporates important ACGME annual resident survey information.

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Milestones: The Road to Faculty Development

Cited by 11 publications

References 11 publications

Pediatric emergency medicine fellows’ milestone evaluations: Do they all meet the targets for graduation?

Pediatric emergency medicine fellows’ milestone evaluations: Do they all meet the targets for graduation?

A Competency-based Tool for Resident Evaluation of Pediatric Emergency Department Faculty

Milestone-Based Tool for Learner Evaluation of Faculty Clinical Teaching

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