Faculty Scores Research Articles

Students and Faculty Perspective of a Good Medical Teacher in the Asian Context

Objective: To determine the relative importance of the twelve roles of a teacher in defining a good medical teacher in the Asian context. Material and methods: This is a cross sectional, descriptive study using the questionnaire validated by Harden and Crosby. The 470 subjects comprise 369 preclinical and clinical medical students and 101 faculty members of the International Medical University, Malaysia. They were asked to choose, in order of importance, the three most important roles of a medical teacher from the twelve roles identified by Harden and Crosby. Their responses were rated on a Likert scale of 1-5 points and the data analyzed using SPSS version 21.0 using the Mann Whitney U-test. Results: The teacher as an information provider was rated the first choice by 49.5% of faculty and 68.0% of students. The teacher as a role model was rated the second choice by 39.7% of faculty and 12.2% of students. These two roles together accounted for 82.2% of the preference of faculty and students. The other roles of the teacher as facilitator, assessor, planner and resource developer had low scores. Collectively, these 4 roles had faculty and student scores of only 10.9% and 19.6% respectively. Both the faculty (36.6%) and students (34.1%) rated their clinical teachers highly. Conclusion: In an Asian society, the teacher is still highly valued as an information provider and a role model. Clinical teachers who are knowledgeable and good role models are highly rated by both faculty and students. Universities would be prudent to attract and retain such teachers with incentives.

Sustainability of physical exam skills in a resident-led curriculum in a large internal medicine program with competency based medical education

Competency Based Medical Education (CBME) designates physical examination competency as an Entrustable Professional Activity (EPA). Considerable concern persists regarding the increased time burden CBME may place on educators. We developed a novel physical examination curriculum that shifted the burden of physical examination case preparation and performance assessment from faculty to residents. Our first objective was to determine if participation led to sustainable improvements in physical examination skills. The second objective was to determine if resident peer assessment was comparable to faculty assessment. We selected physical exam case topics based on the Objectives of Training in the Specialty of Internal Medicine as prescribed by the Royal College of Physicians and Surgeons of Canada. Internal Medicine residents compiled evidence-based physical exam checklists that faculty reviewed before distribution to all learners. Physical exam practice sessions with whole-group demonstration followed by small-group practice sessions were performed weekly. We evaluated this pilot curriculum with a formative OSCE, during which a resident peer and a faculty member simultaneously observed and assessed examinee performance by. Participation in the novel curriculum practice sessions improved OSCE performance (faculty score mean 78.96 vs. 62.50, p<0.05). Peer assessment overestimated faculty scores (76.2 vs. 65.7, p<0.001), but peer and faculty assessments were highly correlated (R2 = 0.73 (95% CI 0.50-0.87). This novel physical examination curriculum leads to sustainable improvement of physical examination skills. Peer assessment correlated well with the gold standard faculty assessment. This resident-led physical examination curriculum enhanced physical examination skills in a CBME environment, with minimal time commitment from faculty members.

Four-Year Analysis of a Novel Milestone-Based Assessment of Faculty by General Surgical Residents

In response to our faculty's concerns about the quality and reliability of feedback from general surgery residents, we developed a novel faculty assessment tool. This study was designed as an interim analysis of the tool's effectiveness and discriminatory ability. Our department's educational leadership developed milestones in 7 domains that were scored from 1 to 4, with each level representing an educational approach that ranged from ineffective (1) to ideal (4). Each postgraduate year (PGY) class meets annually to develop a consensus regarding each faculty member's effectiveness in each of the 7 domains: (1) operative supervision, (2) operative teaching, (3) clinic and/or hospital supervision, (4) clinic and/or hospital teaching, (5) conference participation, (6) availability, and (7) overall contribution to the training program. We reviewed the results from the initial 4 years of this project. We also analyzed the annual national faculty survey administered by the Accreditation Council for Graduate Medical Education (ACGME) to evaluate faculty satisfaction regarding feedback during the same study period. Data were assessed using the Levene test for homogeneity, analysis of variance, and Wilcoxon-Mann-Whitney tests. Forty-two faculty members were annually evaluated by 29 to 32 residents. Each resident PGY class assigned faculty milestone scores that varied across the 7 domains, demonstrating that faculty scores reflected variable opinions about each specific domain, while avoiding labeling an effective faculty member with all high scores and a less effective member with all poor scores.(p < 0.0001). Milestone scores for a given faculty member differed across PGY classes, indicating that junior residents might evaluate a specific faculty member differently than senior residents (p < 0.0001). Eleven faculty members received low scores of 1 or 2 on the overall contribution to training domain and 8/11 (73%) improved to 3 or 4, the following year. Twenty core faculty members were included on the annual ACGME survey. The results from the study period on the ACGME anonymous faculty survey reflected enhanced satisfaction with resident feedback during the study period, improving from 68% to 88% compliance with ACGME standards and our mean program score improved from 4.1 to 4.4 compared to the national mean of 4.3 (p = 0.02). This milestone-based faculty assessment tool improves the quality of the feedback from surgical residents when evaluating faculty. When residents assign a negative statement to describe faculty educational effectiveness in a specific domain, performance improves. A milestone-based faculty assessment strategy should be explored on a national level.

Evaluating Medical Spanish Proficiency: A Comparison of Physician Assistant Student Self-Assessment to Standardized Patient and Expert Faculty Member Ratings.

Whether physician assistant (PA) students' self-assessment or standardized patient (SP) evaluations of students' medical Spanish proficiency accurately reflect their language proficiency is unclear. This study compares PA student and SP ratings with an expert faculty member's rating to determine whether student or SP ratings can be used to evaluate language proficiency. Fifty-eight students participated in a single-station Spanish Objective Structured Clinical Examination (OSCE) at the midpoint of a medical Spanish curriculum. Using the Interagency Language Roundtable (ILR)-a 6-point, single-item language proficiency scale previously validated among physicians-PA students and SPs evaluated students' medical Spanish proficiency. Their scores were then compared with the scores derived by an expert faculty rater who had viewed a video of each student-SP encounter. The faculty's score was considered the gold standard. Correlation between scores was calculated using Spearman's rank correlation coefficient. Mean student scores were highest when rated by SPs (M = 3.8, SD = 0.9), followed by self (M = 3.0, SD = 0.9), and then faculty (M = 2.5, SD = 1.2). Spearman's rank correlation coefficient showed a strong positive correlation between students and the expert faculty rater (rs = 0.67, P < .001) and between SPs and the expert faculty rater (rs = 0.72, P < .001). The correlation was stronger for high- than for low-proficiency students. Students' self-rated scores showed significant improvement from baseline to the OSCE. PA students participating in a medical Spanish curriculum and SPs show good correlation with an expert faculty rater in assessing Spanish proficiency during an OSCE. Standardized patients demonstrate scoring leniency. The ILR has potential for tracking aggregate student progress and curriculum effectiveness. With training, student self-rating could be used for interval assessment of medical Spanish communication.

An analysis of residents' self-evaluation and faculty-evaluation in internal medicine standardized residency training program using Milestones evaluation system

Objective: To assess the value of internal medicine residency training program at Peking Union Medical College Hospital (PUMCH), and the feasibility of applying revised Milestones evaluation system. Methods: Postgraduate-year-one to four (PGY-1 to PGY-4) residents in PUMCH finished the revised Milestones evaluation scales in September 2017. Residents' self-evaluation and faculty-evaluation scores were calculated. Statistical analysis was conducted on the data. Results: A total of 207 residents were enrolled in this cross-sectional study. Both self and faculty scores showed an increasing trend in senior residents. PGY-1 residents were assessed during their first month of residency with scores of 4 points or higher, suggesting that residents have a high starting level. More strikingly, the mean score in PGY-4 was 7 points or higher, proving the career development of residency training program. There was no statistically significant difference between total self- and faculty-evaluation scores. Evaluation scores of learning ability and communication ability were lower in faculty group (t=-2.627, -4.279, all P<0.05). The scores in graduate students were lower than those in standardized training residents. Conclusions: The goal of national standardized residency training is to improve the quality of healthcare and residents' career development. The evaluation results would guide curriculum design and emphasize the importance and necessity of multi-level teaching. Self-evaluation contributes to the understanding of training objectives and personal cognition.

PD58-09 OBJECTIVE ASSESSMENT AND STANDARD SETTING FOR FLEXIBLE URETEROSCOPY SKILLS AMONG UROLOGY TRAINEES

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment II1 Apr 2018PD58-09 OBJECTIVE ASSESSMENT AND STANDARD SETTING FOR FLEXIBLE URETEROSCOPY SKILLS AMONG UROLOGY TRAINEES Mitchell Goldenberg, Michael Ordon, R John D'A Honey, Sero Andonian, and Jason Lee Mitchell GoldenbergMitchell Goldenberg More articles by this author , Michael OrdonMichael Ordon More articles by this author , R John D'A HoneyR John D'A Honey More articles by this author , Sero AndonianSero Andonian More articles by this author , and Jason LeeJason Lee More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2018.02.2797AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES With the increasing incidence of urolithiasis, the ability to perform flexible ureterorenoscopic surgery (fURS) is an important skill for all urologic surgery trainees. As training programs move toward a competency-based training model, we need to utilize objective assessment tools and set validated standards of competency. In this study, we assessed the technical skill of urology residents performing a basic fURS skill task to determine ways to objectively assess performance and to set valid standards of competency METHODS After REB approval, senior urology residents and faculty endourologists from across Canada were asked to perform a standardized fURS task (flexible ureterorenoscopy + repositioning of lower pole stones) on a fURS simulator (Cook Medical) using standardized equipment. All performances were video-recorded and blindly scored by both endourology experts and crowd-sourcing methods (CSATS) using a validated fURS rating tool. Resident and faculty scores by both expert and CSATS raters were compared. All statistical analysis was performed using SPSS v24. RESULTS A total of 44 participants (40 chief residents, 4 faculty) completed testing of which complete assessment data was available for 21 participants at the time of abstract submission. All residents reported having performed at least 25-50 fURS cases with 83% having performed over 50 fURS cases. All faculty participants had performed >500 fURS cases. Comparing residents to faculty, mean time to completion (sec) was 339s vs 158s (p=0.046) respectively. As assessed by blinded experts, all faculty participants were rated as “safe to perform independently” with a mean score (range 4 to 20) of 16.8 while only 56% of residents were rated as “safe to perform independently” with a mean score of 12.6 (p=0.04). The mean CSATS scores for residents and faculty was 12.4 vs 13.6 (p=0.38), respectively. Expert assessment scores correlated well with time to completion (r=–0.872, p<0.001), Pass/Fail ratings (r=0.859, p<0.001) and CSATS scores (r=0.798 (p<0.001). CONCLUSIONS On a standardized, simulated flexible ureterorenoscopy task, faculty endourologists outperformed graduating urology residents in Canada as assessed by expert raters using a validated fURS assessment tool. Less than 60% of residents were rated as “safe to perform independently”. Crowd-sourced assessment (CSATS) scores correlated very well with expert assessments. Once all assessment data is available, we will now be able to set validated standards for fURS competency using both norm- and criterion-referenced methods. © 2018FiguresReferencesRelatedDetails Volume 199Issue 4SApril 2018Page: e1137 Advertisement Copyright & Permissions© 2018MetricsAuthor Information Mitchell Goldenberg More articles by this author Michael Ordon More articles by this author R John D'A Honey More articles by this author Sero Andonian More articles by this author Jason Lee More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter

This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Significant differences were identified in the professionalism domains of "build a relationship" ( P = .008), "gather information" ( P = .001), and share information ( P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the "gather information" subdomains; however, the difference in scores was significant only in the "question appropriately" ( P = .001) and "listen and clarify" ( P = .003) subdomains. This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

Comparison of faculty and student self-assessment scores of aseptic technique skills and the impact of video review on self-awareness for second-year pharmacy students

Background and purposeEducating students about aseptic technique presents many challenges. Students at Drake University have limited exposure to this skill outside of the classroom setting, and students have previously shown a lack of awareness related to their own aseptic technique skills. One approach to developing self-awareness in this area may be the incorporation of activities involving video viewing and self-reflection. Educational activity and settingSecond-year pharmacy students in the Intermediate Pharmacy Skills and Applications 2 course completed four total aseptic technique activities, each of which was assessed by faculty using a standardized assessment tool. Each student was video-recorded during one of these aseptic technique activities. Students were asked to self-reflect on their performance immediately after the activity and again after viewing the video recording of their performance (using the same criteria included in a standardized faculty assessment tool). Student self-reflection scores before and after video viewing were then compared to faculty scores. FindingsOne-hundred six students participated in the video recording and self-reflection activity. Compared to faculty assessment scores, there was no significant difference between the self-reflections before or after video viewing (p = 0.571). DiscussionVideo self-reflection had no significant impact on the ability to accurately self-assess aseptic technique skills, but this study did reveal several other opportunities for future teaching and research. SummaryFuture efforts to impact student self-awareness should include additional self-reflection instruction, repeated self-reflection activities conducted over the course of a semester, and improved video recording technology.

Using the Virtual World of Second Life in Veterinary Medicine: Student and Faculty Perceptions.

Virtual worlds are emerging technologies that can enhance student learning by encouraging active participation through simulation in immersive environments. At Ross University School of Veterinary Medicine (RUSVM), the virtual world of Second Life was piloted as an educational platform for first-semester students to practice clinical reasoning in a simulated veterinary clinical setting. Under the supervision of one facilitator, four groups of nine students met three times to process a clinical case using Second Life. In addition, three groups of four clinical faculty observed one Second Life meeting. Questionnaires using a 4-point Likert scale (1=strongly disagree to 4=strongly agree) and open-ended questions were used to assess student and clinical faculty perceptions of the Second Life platform. Perception scores of students (M=2.7, SD=0.7) and clinical faculty (M=2.7, SD=0.5) indicate that Second Life provides authentic and realistic learning experiences. In fact, students (M=3.4, SD=0.6) and clinical faculty (M=2.9, SD=1.0) indicate that Second Life should be offered to future students. Moreover, content analyses of open-ended responses from students and faculty support the use of Second Life based on reported advantages indicating that Second Life offers a novel and effective instructional method. Ultimately, results indicate that students and clinical faculty had positive educational experiences using Second Life, suggesting the need for further investigation into its application within the curriculum.

Student Self-Assessment of Operative Dentistry Experiences: A Time-Dependent Exercise in Self-Directed Learning.

The aim of this study was to evaluate the process of student self-assessment on operative dentistry skills across four years at the University of Louisville School of Dentistry. First, a retrospective analysis of the Class of 2016 students' self-assessment and faculty assessment grade sheets was conducted to determine mean differences and correlations across time. Both preclinical (D2: n=120) and clinical (D3: n=120; D4: n=120) grade sheets were evaluated. Second, 25 students from each of the D1, D2, D3, and D4 classes in 2016 were asked to evaluate dentoform work, and 25 operative calibrated faculty members graded the same two dentoforms. The results of the retrospective analysis were that the D2 students' self-assessment scores were significantly higher than the faculty scores (t-test; p<0.05), and there was a negative correlation of scores (r=-0.503). The D3 students' self-assessment scores were also significantly higher than the faculty scores (t-test; p<0.05), and there was a negative correlation (r=-0.235). The D4 students' self-assessment scores were not significantly different from the faculty scores (t-test; p>0.05), and there was a positive correlation (r=0.408). In the prospective analysis, the D1, D2, and D3 students graded the dentoforms significantly higher (ANOVA; p<0.05) than did the D4 students and faculty members. There was an increasing correlation of scores directly related to experience (D1: r=-0.120; D2: r=0.255; D3: r=0.352; D4: r=0.689). These results support the concept that students' self-assessment is a learned process through experiential and continual encounters across time. The summative goal for all dental schools is to provide students with the skills and knowledge to critically evaluate their work for self-directed learning.

Teaching students to become effective educators through an academic elective course

Introduction2013 CAPE outcomes and 2016 ACPE accreditation standards state student graduates should be “able to educate all audiences by determining the most effective and enduring ways to impart information and assess learning”. Rationale and objectiveThe purpose of this article is to describe the implementation of a professional elective that achieves this outcome and improves students’ abilities to teach, communicate, and conduct peer and self-assessment. The Learn to Teach course is a 2-credit hour elective offered to second professional year pharmacy students over an 11-week quarter. MethodsQuantitative and qualitative data was collected from 2010 to 2015 and included students’ overall course grades, grades on the formal presentation, and student course evaluations. Peer and self-assessment scores were compared to faculty scores to see if there was any correlation. Results116 students have participated in the elective course from 2010 to 2015, 64% of which completed a course evaluation. The mean grade achieved in the course was 93.5%. The mean faculty formal presentation grade for the course was 90.9% and the mean peer assessment grade was 96.2%. The peer and faculty presentation grades showed a 23.8% correlation. Overall, students strongly agreed/agreed that the course objectives were clear (average score of 3.79/4) and course assessments correlated with the course objectives (average score of 3.81/4). ConclusionThe academic elective has been well received and successfully completed by professional students over the last several years. The skills taught in this academic elective course are applicable to a variety of future pharmacy careers.

The Effect of a Formal Mentoring Program on Career Satisfaction and Intent to Stay in the Faculty Role for Novice Nurse Faculty.

The purpose of this mixed-method study was to explore the influence of a formal mentoring program on career satisfaction of novice full-time nurse faculty in academia. The transition from the role of clinician to faculty in an academic setting can be challenging for novice nurse faculty. A link to an electronic survey with open-ended questions was emailed to 1435 participants. The response rate was 17.6 percent (N = 124). Mean scores were obtained, and independent t-test were computed to compare scores of faculty who had participated in a mentoring program with scores of nonparticipants. Content analysis of the open-ended answers was conducted, and common themes were identified. By examining characteristics that contribute to the success of novice nursing faculty, recruitment and retention of faculty may improve, which is essential due to the worsening nursing faculty shortage.

Impact of Prevailing HRM Practices on Job Satisfaction: A Comparative Study of Public and Private Higher Educational Institutions in India

A sound HRM system can be generated through the effective HRM practices. HRM practices refer to all activities that are directed towards the management of human resources and the employment of the resources for fulfillment of desired organizational objectives. Job satisfaction “as summation of employees feelings in four important areas namely, job, management, personal adjustment and social relations”. The present study was conducted on 526 faculty members randomly drawn of Government and Private affiliated higher educational institutions of India using questionnaire method. The results indicates that faculty member of government higher educational institutes has a moderate level of satisfaction with the overall HRM practices. Employees were more satisfied with training, teamwork and employee participation and satisfied to small extent with performance appraisal and compensations. The study also revealed that there is no significant difference between the government and private educational institution’s faculty scores on all HRM practices. A significant positive correlation has been obtained among the job satisfaction with the dimensions of the human resources management in both government and private higher educational institution’s faculty members.

Teaching Resident Self-Assessment Through Triangulation of Faculty and Patient Feedback

ABSTRACTProblem: To accurately determine one's ability in any clinical competency, an individual must be able to self-assess performance and identify personal limitations. Existing research demonstrates that physicians of all levels are unreliable self-assessors. This poses a concern in medical practice, which requires continuous updates to clinical competencies and awareness of personal limitations. Few published studies examine graduate medical education curricula designed to develop self-assessment skills. Intervention: Conceptual models, such as self-determination theory, suggest that self-assessment is most effectively learned through reflective processes. The Family Medicine Residency Program at Lehigh Valley Health Network developed a learner-centered competency assessment process that integrates advising and performance review. The multisource, observable behavior-based process encourages conversation between resident and advisor. Utilizing feedback from clinical preceptors and patient surveys, advisors guide residents in determining individual learning needs in core competency areas, including relationship-centered care. Development of medical learners' capacity to form relationships is one means to improving the patient experience. Context: This retrospective case study evaluates the accuracy of senior residents' self-assessment in relationship-centered care compared with that of junior residents. The study population includes the 34 residents enrolled from AY 2009–2012. Data sets represent specific 6-month periods and have 3 component scores—Self, Faculty, and Patient—which were triangulated to determine concordance rates by postgraduate year level. Outcome: The concordance rate among first-years was 26.7%, whereas third-years saw 60.0% concordance. A discordance analysis found the Patient score most often deviated from the other 2 scores, whereas the Faculty score was never the sole dissenter. When all 3 scores differed, the Self score frequently fell between the other 2 scores. Lessons Learned: The principles of self-determination theory provide a valuable framework for understanding the development of residents' intrinsic motivation to become lifelong learners. The trend in improved concordance rates among senior residents suggests that prompting learners to triangulate feedback from multiple sources can lead to a shift in perspective about competency. Further study is needed to determine whether our results are generalizable to other competencies and educational settings.

Effect of educational and electronic medical record interventions on food allergy management

The growing prevalence of food allergies indicates a responsibility among primary care providers to ensure that their patients receive accurate diagnosis and management. To improve physician knowledge and management of food allergies by implementing educational and electronic medical record interventions. Pre- and posttest scores of pediatric residents and faculty were analyzed to assess the effectiveness of an educational session designed to improve knowledge of food allergy management. One year later, a best practice advisory was implemented in the electronic medical record to alert providers to consider allergy referral whenever a diagnosis code for food allergy or epinephrine autoinjector prescription was entered. A review of charts 6 months before and 6 months after each intervention was completed to determine the impact of both interventions. Outcome measurements included referrals to an allergy clinic, prescription of self-injectable epinephrine, and documentation that written emergency action plans were provided. There was a significant increase in test scores immediately after the educational intervention (mean, 56.2 versus 84.3%; p < 0.001). Posttest scores remained significantly higher than preintervention scores 6 months later (mean score, 68.0 versus 56.2%; p = 0.006). Although knowledge improved, there was no significant difference in the percentage of patients who were provided allergy referral, were prescribed an epinephrine autoinjector, or were given an emergency action plan before and after both interventions. Neither intervention resulted in improvements in the management of children with food allergies at our pediatrics clinic. Further studies are needed to identify effective strategies to improve management of food allergies by primary care physicians.

Relationship Between Faculty’s Self Actualization and Student’s Faculty Evaluation: A Case-study

&lt;span&gt;The objective of this research is to find, if there exists some correlation between self&lt;span&gt; actualization scores of faculty with student’s faculty’s evaluation scores.. The study is based&lt;span&gt; upon the instrument that measures self actualization score, a questionnaire designed by Dr.&lt;span&gt; Richard Boyum and the standard student’s feedback proforma. The faculty’s self actualization&lt;span&gt; and student’s evaluation scores are compared using regression and correlation analysis, a scatter&lt;span&gt; dot diagram is also used for the same purpose. The result concludes, that no significant&lt;span&gt; correlation exists between faculty’s self actualization level and student’s faculty’s evaluation.&lt;span&gt; Whereas separate analysis of surveys concludes that senior faculty (Senior Fellows and Head of&lt;span&gt; Academic departments) are higher self actualized than younger faculty and students. The study&lt;span&gt; recommends that faculty evaluation should be summation of student’s, peer, self and&lt;span&gt; management’s evaluation. Also, while hiring a new faculty, self actualization level should also&lt;span&gt; be a criteria for selection. The young faculty level of self actualization can improve with support&lt;span&gt; and better environment.&lt;br /&gt;&lt;br class="Apple-interchange-newline" /&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;

A first look at the Accreditation Council for Graduate Medical Education anesthesiology milestones: implementation of self-evaluation in a large residency program

Study objectiveThe objective was to determine if there is a correlation between resident postgraduate year (PGY) of training and self-evaluation of performance using the Accreditation Council for Graduate Medical Education milestones. DesignSurvey. SettingResidency program at a large academic center. PatientsResidents and Faculty Clinical Competency Committee (CCC). InterventionsNone. MeasurementsResident and CCC milestone scores. Main resultsCorrelation coefficients for average score for each milestone vs PGY level ranged from 0.80 for receiving and giving feedback to 0.95 for anesthetic choice and conduct. All milestones showed a relatively linear relationship with PGY of training, and none were found to be consistently reached very late or very early in training. When examining variation across the scores for the individual residents, the distributions for PGY-2 and -3 appeared to be wider than those for PGY-1 and -4. The intraclass correlation coefficients ranged from 0.718 to 0.928. ConclusionsThere was a remarkable degree of consistency in the relationship between level of training and resident self-assessment score for every milestone, as well as strong agreement between the resident and CCC faculty scores. Examination of the variance in the scores, when interpreted in light of our particular training program’s characteristics, suggests that the milestones accurately reflect the progression in skill across the residency. In addition, given the concordance between the self-evaluation scores and the CCC faculty scores, self-evaluation may be a reasonable starting point as programs begin the daunting task of determining scores for each of the 25 milestones as part of the biannual evaluation process.

Relationship Between Faculty and Standardized Patient Assessment Scores of Podiatric Medical Students During a Standardized Performance Assessment Laboratory.

Direct assessment of health professional student performance of clinical skills can be accurately performed in the standardized performance assessment laboratory (SPAL), typically by health professional faculty. However, owing to time and economic considerations, nonmedical individuals have been specially trained to perform the same function (standardized patients [SPs]). This study compared the assessment scores of the history and physical examination components of a SPAL designed for second-year podiatric medical students at Des Moines University (DMU) by a podiatry medical faculty member and SPs. A total of 101 students from the classes of 2015 and 2016 were evaluated in 2013 and 2014 by 11 to 13 SPs from the DMU SPAL program. The video recordings of these 101 students were then evaluated by one faculty member from the College of Podiatric Medicine and Surgery at DMU. The Pearson correlation coefficient for each class showed a strong linear relationship between SP and faculty assessment scores. The associations between SP and faculty assessment scores in the history, physical examination, and combined history and physical examination components for the 2016 class (0.706, 0.925, and 0.911, respectively) were found to be stronger than those for the 2015 class (0.697, 0.791, and 0.791, respectively). This study indicated that there are strong associations between the assessment scores of trained SPs and faculty for the history, physical examination, and combined history and physical examination components of second-year SPAL activity for podiatric medical students.

COMPARATIVE STUDY BETWEEN FACULTY AND STUDENT ASSESSMENTS OF IMPRESSIONS MADE BY UNDERGRADUATES

Objective: Competency-based curricula aim to equip students with sufficient skills to enable them to deliver dental care safely. Assessment represents an essential component of a successful competency-based educational experience. This study investigated faculty and self-assessment of impressions, the cornerstones for any prosthodontic treatment, made by dental students in their first clinical prosthodontic course. Methods: 237 “first-attempt” preliminary impressions (115 maxillary; 122 mandibular) were assessed by 2 calibrated professional faculty and self-assessed by the students themselves. Assessment was based on specific clearly-defined criteria and a 3-level rating rubric: 0(non-acceptable); 1(acceptable); 2(ideal). Faculty assessed the impressions independently then together to agree on its acceptability. Impressions were counted acceptable when at-least 1 was scored for all criteria and students were considered competent in this clinical skill. Comparison between faculty scores and between faculty and self-assessment scores were statistically analyzed (P< 0.05). Results: Based on faculty assessment, out of the 237 impressions; 2.5% (4 maxillary; 2 mandibular) were ideal, 62.45% (80 maxillary; 68 mandibular) were acceptable and 35% (31 maxillary; 52 mandibular) were unacceptable. Tray selection and border thickness were the most identified defective criteria. Inter-assessor agreement exceeded 95% in most criteria. There were statistically significant differences between faculty and student self-assessment scores with the latter giving higher scores. Conclusions: Students, in their first clinical course, usually require more than one attempt to make acceptable impressions. Competency was higher for maxillary impressions. Clearly-defined criteria and rubric-based assessment resulted in satisfactory agreement levels between assessors. Undergraduate students, at this educational level, tend to over-rate their work.

The Validity of Using E4D Compare's “% Comparison” to Assess Crown Preparations in Preclinical Dental Education

When a dental school is deciding which technology to introduce into a curriculum, it is important to identify the educational goals for the system. The authors' primary goal for the use of a computer-aided resource was to offer students another way to assess their performance, to enhance their learning, and to potentially decrease their learning curve in the preclinical environment prior to using the technique in clinical patient care. The aim of this study was to examine the validity of the "% Comparison" numbers derived from the E4D Compare software program. Three practical examinations were administered to a class of 82 students at one U.S. dental school over a six-week period. The grading of the practical examinations was performed with individual faculty members being responsible for evaluating specific aspects of each preparation. A digital image of each student's practical examination tooth was then obtained and compared to the digital image of an ideal preparation. The preparations were compared, and the "% Comparison" was recorded at five tolerance levels. Spearman's correlation coefficient (SCC) was used to measure the agreement in rankings between the faculty scores on practical exams 1-3 and the scores obtained using E4D Compare at the different tolerance levels. The SCC values for practical exams 2 and 3 were all between 0.2 and 0.4; for practical exam 1, the SCC values ranged from 0.47 to 0.56. There was no correlation between the faculty scores and the numbers given by the "% Comparison" of the software.