Programmatic Assessment in Emergency Medicine: Implementation of Best Practices

Perry, Marcia; Linn, Andrew M.J.; Munzer, Brendan W.; Hopson, Laura R.; Amlong, Ambrosya; Cole, Michael; Santen, Sally A.

doi:10.4300/jgme-d-17-00094.1

Cited by 21 publications

(35 citation statements)

References 19 publications

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“…Approximately half of reviewed literature (52%, 15/29) focused on one of the four key themes, with the other half addressing multiple themes (48%, 14/29). Four papers discussed all four of our themes 12,46,52,53 . There was one additional theme that was found in our literature review that focused on the functioning of competency committees, suggesting that this is an emerging area of scholarly interest 33,37,43,51 …”

Section: Resultsmentioning

confidence: 92%

“…12,43,44 They encouraged the purposeful collection of WBA data using multiple methods, by multiple assessors, and across multiple contexts to mitigate the risks of biased sampling and to address limitations of individual assessment tools and individual rater shortcomings, such as halo or leniency effects. 18,43,46 Best practice models of programmatic assessment were described as a systematic way of organizing assessments; with regard to WBAs, this included the intentional collection of data from multiple sources over time. 46 Two papers provided detailed descriptions of the design and implementation of their program of assessment, 17,46 highlighting the benefits related to normalizing the collection of daily WBA and facilitating downstream data aggregation and interpretation.…”

Section: The Forms Of Evidencementioning

confidence: 99%

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Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature

Chan

Sebok‐Syer

Cheung

et al. 2020

AEM Education and Training

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Objective: In the era of competency-based medical education (CBME), the collection of more and more trainee data is being mandated by accrediting bodies such as the Accreditation Council for Graduate Medical Education and the Royal College of Physicians and Surgeons of Canada. However, few efforts have been made to synthesize the literature around the current issues surrounding workplace-based assessment (WBA) data. This scoping review seeks to synthesize the landscape of literature on the topic of data collection and utilization for trainees' WBAs in emergency medicine (EM). Methods:The authors conducted a scoping review in the style of Arksey and O'Malley, seeking to synthesize and map literature on collecting, aggregating, and reporting WBA data. The authors extracted, mapped, and synthesized literature that describes, supports, and substantiates effective data collection and utilization in the context of the CBME movement within EM.Results: Our literature search retrieved 189 potentially relevant references (after removing duplicates) that were screened to 29 abstracts and papers relevant to collecting, aggregating, and reporting WBAs. Our analysis shows that there is an increasing temporal trend toward contributions in these topics, with the majority of the papers (16/29) being published in the past 3 years alone. Conclusion:There is increasing interest in the areas around data collection and utilization in the age of CBME.The field, however, is only beginning to emerge, leaving more work that can and should be done in this area.M cGaghie and colleagues first proposed competency-based medical education (CBME) in their World Health Organization report in 1978, 1 where they detailed the need to transition from a subjectbased curriculum or even an integrated curriculum to CBME in order to truly produce physicians that "can practice medicine at a defined level of proficiency, in accord with local conditions, to meet local needs." 1 The first step in transitioning to CBME (and realizing its full potential) is to define professional competence and its components. 1 In the late 1990s, medical education took this first step in the form of the Canadian Medical Education Directives for Specialists (Can-MEDS) roles 2,3 and the Accreditation Council for

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Section: Resultsmentioning

confidence: 92%

Section: The Forms Of Evidencementioning

confidence: 99%

Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature

Chan

Sebok‐Syer

Cheung

et al. 2020

AEM Education and Training

View full text Add to dashboard Cite

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“…Recognizing the importance of performance input from a variety of sources,3 many of the Accreditation Council for Graduate Medical Education (ACGME) Milestones recommend multi-source feedback, which is further supported by a mandate from the Emergency Medicine (EM) Residency Review Committee. Nursing perspective is particularly relevant to several of the EM milestones 4.…”

Section: Introductionmentioning

confidence: 99%

Behind the Curtain: The Nurse’s Voice in Assessment of Residents in the Emergency Department

Pavlic

Liu

Baker

et al. 2018

WestJEM

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IntroductionFeedback provides valuable input for improving physician performance. Conventionally, feedback is obtained from attending physicians; however, residents work in close contact with other members of the care team, especially nurses. Nurses may have more opportunity to directly observe trainees. In addition, they may value different behaviors and provide unique feedback. The objective of this study was to examine the nurse’s perspective of resident performance in the emergency department.MethodsThis was a retrospective, mixed-methods study of nursing assessments of residents using a five-point scale from 1 (unsatisfactory) to 5 (outstanding) and providing comments. Analysis included descriptive statistics of the quantitative assessments and content analysis of the nursing comments by a group of attendings, residents, and nurses.ResultsNurses assessed residents as above expectation or outstanding, especially for the categories of “How would you rate this resident’s attitude?” (65%) and “Is this resident a team player?” (64%). Content analysis of the comments yielded nine themes including being kind, communication with nurses, being a team player, work ethic and efficiency, and respect for other team members. Of the comments made, 50% provided positive feedback, and the majority of comments (80%) were determined to be actionable.ConclusionOur data indicate that nurses provide feedback on residents’ kindness, efficiency and communication. These two aspects of interacting in the healthcare setting may not be highlighted in conventional, attending provider feedback, yet they are clearly noted by the nurse’s voice.

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“…Universities that have recently implemented full programmatic assessment within health professional courses include the University of Groningen and Utrecht University, Netherlands, for medicine and veterinary medicine; McMaster University and the University of Toronto, Canada, for undergraduate and post‐graduate medicine; Université de Montréal, Canada, for veterinary medicine; and Flinders University, Australia, for graduate‐entry medicine. These and other more recent adopters are building on early research and adding to the knowledge about implementing programmatic assessment in different contexts 14 , 15 …”

Section: Current Status and Future Of Programmatic Assessmentmentioning

confidence: 99%

Programmatic assessment: the process, rationale and evidence for modern evaluation approaches in medical education

Vleuten

Lindemann

Schmidt

2018

Medical Journal of Australia

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Programmatic Assessment in Emergency Medicine: Implementation of Best Practices

Abstract: The implementation of programmatic assessment allowed our program to organize diverse, multisourced feedback to drive both formative and summative assessments.

Cited by 21 publications

References 19 publications

Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature

Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature

Behind the Curtain: The Nurse’s Voice in Assessment of Residents in the Emergency Department

Programmatic assessment: the process, rationale and evidence for modern evaluation approaches in medical education

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