How Well Do Core Faculty Understand The Emergency Medicine Milestones?

Randy Sorge,Jorge Fernandez,Simiao Li-Sauerwine,Gene Hern

doi:10.5811/westjem.2019.11.44289

Abstract

IntroductionIt is unclear how emergency medicine (EM) programs educate core faculty about the use of milestones in competency-based evaluations. We conducted a national survey to profile how programs educate core faculty regarding their use and to assess core faculty’s understanding of the milestones.MethodsOur survey tool was distributed over six months in 2017 via the Council of Emergency Medicine Residency Directors (CORD) listserv. Responses, which were de-identified, were solicited from program directors (PDs), assistant/associate program directors (APDs), and core faculty. A single response from a program was considered sufficient.ResultsOur survey had a 69.7% response rate (n=140/201). 62.9% of programs reported educating core faculty about the EM Milestones via the distribution of physical or electronic media. Although 82.6% of respondents indicated that it was important for core faculty to understand how the EM Milestones are used in competency-based evaluations, respondents estimated that 48.6% of core faculty possess “fair or poor” understanding of the milestones. Furthermore, only 50.7% of respondents felt that the EM Milestones were a valuable tool.ConclusionThese data suggest there is sub-optimal understanding of the EM Milestones among core faculty and disagreement as to whether the milestones are a valuable tool.

Highlights

It is unclear how emergency medicine (EM) programs educate core faculty about the use of milestones in competency-based evaluations
82.6% of respondents indicated that it was important for core faculty to understand how the EM Milestones are used in competency-based evaluations, respondents estimated that 48.6% of core faculty possess “fair or poor” understanding of the milestones
Only 50.7% of respondents felt that the EM Milestones were a valuable tool

Summary

Introduction

It is unclear how emergency medicine (EM) programs educate core faculty about the use of milestones in competency-based evaluations. Residency programs are required to evaluate their residents using milestones and to submit these assessments to the ACGME semi-annually It is unclear, how programs educate core faculty about the EM Milestones Project and if core faculty possess adequate understanding of the milestones in order to make accurate assessments. How programs educate core faculty about the EM Milestones Project and if core faculty possess adequate understanding of the milestones in order to make accurate assessments It is unknown whether PDs and APDs, who implement milestones measurements based on ACGME requirements, feel that milestones are a valuable tool to assess resident learning

Methods

Results

Discussion

Conclusion