Dianne P Wagner1, Ruth B Hoppe, Carol Parker Lee. 1. College of Human Medicine, Michigan State University College of Human Medicine, East Lansing, Michigan 48824, USA. wagnerd@msu.edu
Abstract
BACKGROUND: Accreditation and Institute of Medicine mandates require retooling of graduate medical education curriculum and assessment processes. This Objective Structured Clinical Exam (OSCE) focused on patient safety-specific skills important to stakeholders from multiple institutions. PURPOSES: A 10-station OSCE was designed to assess patient safety-related competencies in new Postgraduate Year 1 (PGY-1) residents. The OSCE emphasized performance of essential skills and teamwork, and it provided early formative feedback to trainees and leadership. METHODS: Group nominal process selected 10 final OSCE stations. Two stations were designed to assess team competencies and response to feedback. Two hundred thirty-five trainees enrolled in 64 programs participated during summer 2006. Skill-set aggregation was employed to improve the validity of individual feedback. RESULTS: Significant performance deficits were noted. Trainee and administrator evaluation of the experience was positive. CONCLUSIONS: Multi-institutional test development and centralized testing was well received and produced worrisome results. Early assessment can guide the development of task-specific personalized learning plans and systemwide curricular improvement. Further research is needed to determine whether such an effort directed at PGY-1 trainees can improve trainee performance and patient safety.
BACKGROUND: Accreditation and Institute of Medicine mandates require retooling of graduate medical education curriculum and assessment processes. This Objective Structured Clinical Exam (OSCE) focused on patient safety-specific skills important to stakeholders from multiple institutions. PURPOSES: A 10-station OSCE was designed to assess patient safety-related competencies in new Postgraduate Year 1 (PGY-1) residents. The OSCE emphasized performance of essential skills and teamwork, and it provided early formative feedback to trainees and leadership. METHODS: Group nominal process selected 10 final OSCE stations. Two stations were designed to assess team competencies and response to feedback. Two hundred thirty-five trainees enrolled in 64 programs participated during summer 2006. Skill-set aggregation was employed to improve the validity of individual feedback. RESULTS: Significant performance deficits were noted. Trainee and administrator evaluation of the experience was positive. CONCLUSIONS: Multi-institutional test development and centralized testing was well received and produced worrisome results. Early assessment can guide the development of task-specific personalized learning plans and systemwide curricular improvement. Further research is needed to determine whether such an effort directed at PGY-1 trainees can improve trainee performance and patient safety.
Authors: Therese I Poirier; Junvie Pailden; Ray Jhala; Katie Ronald; Miranda Wilhelm; Jingyang Fan Journal: Am J Pharm Educ Date: 2017-04 Impact factor: 2.047
Authors: Liane R Ginsburg; Deborah Tregunno; Peter G Norton; Sydney Smee; Ingrid de Vries; Stefanie S Sebok; Elizabeth G VanDenKerkhof; Marian Luctkar-Flude; Jennifer Medves Journal: BMJ Qual Saf Date: 2014-11-14 Impact factor: 7.035