The Development of an Independent Rater System to Assess Residentsʼ Competence in Invasive Procedures

Evans, Leigh V; Morse, James L; Hamann, Cara; Osborne, Michael; Lin, Zhenqiu; D’Onofrio, Gail

doi:10.1097/acm.0b013e3181acec7c

Cited by 27 publications

(45 citation statements)

References 22 publications

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“…Simulation models can also provide essential psychomotor feedback required for optimal learning of ultrasound-guided cannulation [69]. Recent studies demonstrate the importance of independent evaluation of learner performance before and after the teaching intervention [71] to allow objective confirmation of whether the learner has mastered the content of the clinical course. There is a lack of consensus and evidence for standards of training and certification in ultrasound vascular cannulation.…”

Section: Integration In Clinical Practicementioning

confidence: 99%

International evidence-based recommendations on ultrasound-guided vascular access

Lamperti¹,

et al. 2012

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Section: Integration In Clinical Practicementioning

confidence: 99%

International evidence-based recommendations on ultrasound-guided vascular access

Lamperti¹,

et al. 2012

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“…The IRs had minimal exposure to invasive procedures prior to the study. 14 We trained the IRs in data collection prior to the start date of the study. IR training included the same didactic lecture and videotapes of USguided venous cannulation and CVC insertion techniques used for resident training.…”

Section: Ir Trainingmentioning

confidence: 99%

“…‡ Data do not equal 100% because of multiple indications per patient. § The mean (standard deviation) Acute Physiology and Chronic Health Evaluation II score for the intervention group was 18(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24) and 19(14 -26) for the control group (P ϭ 0.21). ¶ Fisher exact test.…”

mentioning

confidence: 99%

Simulation Training in Central Venous Catheter Insertion: Improved Performance in Clinical Practice

et al. 2010

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“…106,113,120 Once validated, these rubrics can be used by nonclinical raters, decreasing the resource intensity of the assessment. 121 …”

Section: Metricsmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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There is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation-based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360-degree evaluations, portfolios, self-reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012 Academic Emergency Medicine (AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.ACADEMIC EMERGENCY MEDICINE 2012; 19:1379-1389 by the Society for Academic Emergency Medicine I n 2001, the Accreditation Council for Graduate Medical Education (ACGME) introduced a timeline for the implementation of training and assessment in six core competencies that form the foundation of clinical competence. Introduced in 1996, the Canadian CanMEDS manager competency correlates to the AC-GME patient care competency, broadly defined as "the active engagement in decision-making in the operation of the healthcare system."1 The patient care competency for emergency medicine (EM) has been defined by a previous Academic Emergency Medicine (AEM) consensus conference, 2 now further elaborated on by the milestones in training, 3 as being able to efficiently gather and synthesize medical and diagnostic information, prioritize tasks, and implement management plans on multiple patients, as well as performing essential invasive procedures competently.There is an explicit expectation that physicians in training demonstrate competence in various aspects of clinical care prior to graduation and professional practice. 4 While this accountability falls squarely on the shoulders of residency training programs, it is mirrored by commensurate expectations of maintenance of competency during ongoing professional practice.The goals of the 2012 AEM consensus conference patient care working group were to describe the current state of evidence for assessment of competence in patient care and define a research agenda for the further development of specific assessment methods based on current best practices. METHODSA search was conducted using MEDLINE 1996-present using the key word search terms "assessment," "patient care," "competency," "competence," "assess*," "emergency," and "education" and limited to humans and English language [boolean search: ((assessment and patient care AND (competency or competence)) OR (assess* a...

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The Development of an Independent Rater System to Assess Residentsʼ Competence in Invasive Procedures

Cited by 27 publications

References 22 publications

International evidence-based recommendations on ultrasound-guided vascular access

International evidence-based recommendations on ultrasound-guided vascular access

Simulation Training in Central Venous Catheter Insertion: Improved Performance in Clinical Practice

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

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