... skills activities to assess resident performance” 41 and by internal medicine which requires faculty participation in “designing and implementing simulation and/or standardized patients for teaching and assessment.” 39 OB/GYN requires protected time for learners and surgery requires administrative...

... points, the writing group carefully considered feedback while crafting these requirements. The Accreditation Council for Graduate Medical Education (ACGME) strives to improve health care and population health by assessing and enhancing the quality of resident and fellow physicians’ education. 1...

... longitudinal faculty training in quality improvement and patient safety. 35 This ongoing effort involves specialty program director organizations to up-skill faculty in implementing, teaching, and assessing quality improvement and patient safety. Milestones are designed to be primarily formative...

... training. 2 Although neither a mandate nor rarely made explicit, these secondary roles result from CCCs being privy to “seeing” and synthesizing all their trainees’ assessment data and may include remediating trainees, critiquing the quantity and quality of assessment data, providing faculty development...

...- and trainee-facing evaluations ( Table ). 24 Existing online evaluation platforms (eg, MedHub, New Innovations) can be used to deliver these assessments across rotations, easily providing higher-level metrics on program-wide progress and more granular faculty- and rotation-specific data to guide additional...

... have looked at how they can be best leveraged in CBME programs with EPAs. 15 - 17 Generally, these studies provide limited insight regarding how goal-setting influences key outcomes, such as trainees’ learning processes, or their perceptions of faculty members’ feedback quality. Therefore, studies...

... refine their guidelines for virtual supervision and help program-level GME leaders formulate appropriate virtual supervision strategies for their faculty and trainees. The reporting of this systematic review was guided by the standards of the Preferred Reporting Items for Systematic reviews...

..., and assessments. 3 - 5 Future clinician educators (faculty who are teachers, scholars, and/or leaders) require experience beyond clinical teaching to meet the ACGME Clinician Educator Milestones. 6 , 7 The optimal content and structure of RFAE programs remain unclear. Most published RFAE interventions...

... OSCE for internal medicine residents in 2022, assessing 7 EPAs. The immediate 2-minute feedback provided by examiners was recorded and analyzed using the Quality of Assessment of Learning (QuAL) score. We also analyzed the degree of alignment with EPA learning objectives: competency milestones and task...

... as to what is contributing to the deficit and how it can be addressed. Kearse et al attempted to answer this question and identified a combination of institutional and individual factors, such as male sex, emphasis on autonomy, and peer/faculty socialization associated with higher self-efficacy. 3...

... that they will utilize. The PD will arrange direct observation and feedback by faculty during consultant interactions. Together, the PD and resident will request consultants’ feedback regarding interactions and will review with a faculty advisor or PD. For monitoring, the PD schedules monthly check-ins...

... noted in 97% (114 of 117) of completed assessments and 64% (75 of 117) of residents’ feedback to the faculty contained narrative comments. Eighty-three percent (97 of 117) of comments were behaviorally specific and 71% (83 of 117) contained an actionable item. Eighty-six percent (18 of 21) of residents...

... survey method. In this institution, the acquisition of EPAs is initiated by residents. Ideally, residents identify the relevant EPA prior to the clinical encounter in order to focus the preceptor’s attention on assessment and providing high-quality feedback. Upon completion of the encounter...

... for those interested in staying up to date on the conversations around competency-based medical education (CBME). While this particular data analysis is limited to surgical residents and patients with Medicare, the discussions of the predictive value of assessment tools, such as Milestones and entrustable...

... the challenge faculty face in assessing and providing feedback to struggling residents, compared to those performing at a higher level. 18 Interestingly, the variation attributed to raters in our study was significantly lower than previous G studies using an entrustment-supervision WBA scale where raters...

...-based assessments to track trainee progression over time. Critically, the quality of narrative feedback is imperative for trainees to accumulate a body of evidence of their progress. Suboptimal narrative feedback will challenge accurate decision-making, such as promotion to the next stage of training...

... the perspective taking strategy when completing an assessment form by imagining themselves as the resident. Professional development exercises could include faculty members role-playing the part of a resident during a simulated feedback session. Hagiwara et al suggest that minimizing the impact of bias...

... programs must engage in continuous quality improvement of their assessment systems, with a specific focus on identifying rater errors or potential biases. Harness the capabilities of your CCC and Program Evaluation Committee to develop a focus on program quality improvement. Provide faculty feedback...

..., with conflicting evidence on Board examination outcomes. 26 , 33 , 46 Studies from internal medicine and general surgery suggest an association of AOA with Board examination performance. 26 , 81 No relationship was found between AOA and faculty assessment of technical skills in general surgery, 65...

...’ with the assessment.” (P11) Many expressed wanting to receive more feedback from their faculty, highlighting the perceived limited value of self-assessment: “I find people just agree. I’m more interested to hear what they have to say from their own brain, rather than from mine. The point of getting...