The Relationship of Cognitive, Personality, and Academic Measures to Anesthesiology Resident Clinical Performance

Reich, David L.; UYSAL, SUSAN; Bodian, Carol; Gabriele, Suzanne; Hibbard, Mary R.; Gordon, Wayne; Sliwinki, Martin; Kayne, Richard D.

doi:10.1097/00132586-200002000-00017

Cited by 5 publications

(9 citation statements)

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“…Tyssen and colleagues (2007), in a six-year longitudinal study of 421 students who were accepted into four medical schools in Norway reported that low levels of Conscientiousness combined with high levels of Neuroticism and low levels of Extraversion could increase susceptibility to stress in medical school, thus negatively affecting academic performance. In a study by Merlo and Matveeskii (2009), the hypothesis that personality attributes such as conscientiousness, social skills, and mental well-being, are associated with success in clinical anesthesia was confirmed, which was in agreement with findings from previous research (Gough, et al 1991;McDonald et al 1994;Reich et al 1999).…”

Section: Selected Personality Instruments Frequently Used In Medical supporting

confidence: 80%

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Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

120

132

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In a paradigm of physician performance we propose that both ''cognitive'' and ''noncognitive'' components contribute to the performance of physicians-in-training and in-practice. Our review of the relevant literature indicates that personality, as an important factor of the ''noncognitive'' component, plays a significant role in academic and professional performances. We describe findings on 14 selected personality instruments in predicting academic and professional performances. We question the contention that personality can be validly and reliably assessed from admission interviews, letters of recommendation, essays, and personal statements. Based on conceptual relevance and currently available empirical evidence, we propose that personality attributes such as conscientiousness and empathy should be considered among the measures of choice for the assessment of pertinent aspects of personality in academic and professional performance. Further exploration is needed to search for additional personality attributes pertinent to medical education and patient care. Implications for career counseling, assessments of professional development and medical education outcomes, and potential use as supplementary information for admission decisions are discussed.''In the physician or surgeon no quality takes rank with imperturbability [which] means coolness and presence of mind under all circumstances and the physician who has the misfortune to be without it loses rapidly the confidence of his patient.''

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Section: Selected Personality Instruments Frequently Used In Medical supporting

confidence: 80%

“…Gough and Hall (1967) reported that the CPI could differentiate cognitive performance of successful from unsuccessful students in medical school. Reich et al (1999) demonstrated that certain scales of the CPI were associated with poor clinical performance among residents.…”

Section: Selected Personality Instruments Frequently Used In Medical mentioning

confidence: 99%

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

120

132

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“…and technical knowledge (gathering information, preparation, and working with protocols and checklists) 11,[19][20][21][22][23] and psychomotor skills (spatial perception, eye-hand coordination). 8 The ANTS can also be divided into cognitive skills (decision making, planning, strategy, risk assessment, situation awareness) and interpersonal affective skills (teamwork, communication, leadership).…”

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confidence: 99%

“…7,8 The ANTS concept was designed using methods of task analysis similar to the model used for pilots. 15,26 ANTS include the main nontechnical skills (cognitive and affective) associated with good anesthetic practice 11,19,27 that should be specifically taught and evaluated in all anesthesiology training programs. [28][29][30] Cognitive errors are thought process errors that lead to incorrect diagnoses or treatments.…”

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confidence: 99%

Simulation-Based Assessment to Evaluate Cognitive Performance in an Anesthesiology Residency Program

Sidi

Baslanti²,

Gravenstein³

et al. 2014

Journal of Graduate Medical Education

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Background Problem solving in a clinical context requires knowledge and experience, and most traditional examinations for learners do not capture skills that are required in some situations where there is uncertainty about the proper course of action. Objective We sought to evaluate anesthesiology residents for deficiencies in cognitive performance within and across 3 clinical domains (operating room, trauma, and cardiac resuscitation) using simulation-based assessment. Methods Individual basic knowledge and cognitive performance in each simulation-based scenario were assessed in 47 residents using a 15- to 29-item scenario-specific checklist. For every scenario and item we calculated group error scenario rate (frequency) and individual (resident) item success. For all analyses, alpha was designated as 0.05. Results Postgraduate year (PGY)-3 and PGY-4 residents' cognitive items error rates were higher and success rates lower compared to basic and technical performance in each domain tested (P < .05). In the trauma and resuscitation scenarios, the cognitive error rate by PGY-4 residents was fairly high (0.29–0.5) and their cognitive success rate was low (0.5–0.68). The most common cognitive errors were anchoring, availability bias, premature closure, and confirmation bias. Conclusions Simulation-based assessment can differentiate between higher-order (cognitive) and lower-order (basic and technical) skills expected of relatively experienced (PGY-3 and PGY-4) anesthesiology residents. Simulation-based assessments can also highlight areas of relative strength and weakness in a resident group, and this information can be used to guide curricular modifications to address deficiencies in tasks requiring higher-order processing and cognition.

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“…El hecho que en las distintas especialidades médicas se encuentren individuos con característi-cas de personalidad y estilos similares, ha llevado a algunos investigadores a proponer que estas variables inciden en la elección de especialidad [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] . El problema con estos estudios es que, por haberse realizado con especialistas con años de experiencia profesional, no es posible establecer si las características asociadas con una especialidad son pre-existentes a la elección, o derivan de la práctica de ésta.…”

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et al. 2005

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The Relationship of Cognitive, Personality, and Academic Measures to Anesthesiology Resident Clinical Performance

Cited by 5 publications

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Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Simulation-Based Assessment to Evaluate Cognitive Performance in an Anesthesiology Residency Program

Influencia de la personalidad y el estilo de aprendizaje en la elección de especialidad médica

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