Reported Pediatrics Milestones (Mostly) Measure Program, Not Learner Performance.

Hu, Kimberly; Hicks, Patricia J; Margolis, Melissa; Carraccio, Carol; Osta, Amanda; Winward, Marcia L; Schwartz, Alan

Hu, Kimberly; Hicks, Patricia J; Margolis, Melissa; Carraccio, Carol; Osta, Amanda; Winward, Marcia L; Schwartz, Alan.

Afiliación

Hu K; K. Hu is an MD/MPH student, University of Illinois at Chicago, Chicago, Illinois.
Hicks PJ; P.J. Hicks is professor of pediatrics, University of Texas Southwestern Medical School, Dallas, Texas.
Margolis M; M. Margolis is senior measurement scientist, National Board of Medical Examiners, Philadelphia, Pennsylvania.
Carraccio C; C. Carraccio is vice president, competency-based medical education, American Board of Pediatrics, Chapel Hill, North Carolina.
Osta A; A. Osta is associate professor and residency program director, pediatrics, University of Illinois College of Medicine, Chicago, Illinois.
Winward ML; M.L. Winward is measurement scientist, National Board of Medical Examiners, Philadelphia, Pennsylvania.
Schwartz A; A. Schwartz is the Michael Reese Endowed Professor of Medical Education, and research professor, pediatrics, University of Illinois College of Medicine, Chicago, Illinois, and network director, Association of Pediatric Program Directors (APPD) Longitudinal Educational Assessment Research Network (LE

Acad Med ; 95(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 59th Annual Research in Medical Education Presentations): S89-S94, 2020 11.

Article en En | MEDLINE | ID: mdl-32769468

RESUMEN

PURPOSE: Semiannually, U.S. pediatrics residency programs report resident milestone levels to the Accreditation Council for Graduate Medical Education (ACGME). The Pediatrics Milestones Assessment Collaborative (PMAC, consisting of the National Board of Medical Examiners, American Board of Pediatrics, and Association of Pediatric Program Directors) developed workplace-based assessments of 2 inferences: readiness to serve as an intern with a supervisor present (D1) and readiness to care for patients with a supervisor nearby in the pediatric inpatient setting (D2). The authors compared learner and program variance in PMAC scores with ACGME milestones. METHOD: The authors examined sources of variance in PMAC scores and milestones between November 2015 and May 2017 of 181 interns at 8 U.S. pediatrics residency programs using random effects models with program, competency, learner, and program × competency components. RESULTS: Program-related milestone variance was substantial (54% D1, 68% D2), both in comparison to learner milestone variance (22% D1, 14% D2) and program variance in the PMAC scores (12% D1, 10% D2). In contrast, learner variance represented 44% (D1) or 26% (D2) of variance in PMAC scores. Within programs, PMAC scores were positively correlated with milestones for all but one competency. CONCLUSIONS: PMAC assessments provided scores with little program-specific variance and were more sensitive to differences in learners within programs compared with milestones. Milestones reflected greater differences by program than by learner. This may represent program-based differences in intern performance or in use of milestones as a reporting scale. Comparing individual learner milestones without adjusting for programs is problematic.

Asunto(s)

Competencia Clínica; Internado y Residencia/normas; Pediatría/educación; Acreditación; Curriculum; Estados Unidos

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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Pediatría / Competencia Clínica / Internado y Residencia Tipo de estudio: Prognostic_studies País/Región como asunto: America do norte Idioma: En Revista: Acad Med Asunto de la revista: EDUCACAO Año: 2020 Tipo del documento: Article Pais de publicación: Estados Unidos

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