Justin R Abbatemarco 1 , Dorthea Juul 2 , Patti Vondrak 2 , Mary Ann Mays 3 , Mary A Willis 4 , Larry R Faulkner 3 Show Affiliations »
Abstract
BACKGROUND: When the American Board of Psychiatry and Neurology (ABPN) eliminated the oral segment of the board-certification examination, it began requiring in-training assessments termed Clinical Skill Evaluations (CSEs). OBJECTIVE: This study describes the experience of residency program directors (PDs) with CSEs and identifies opportunities for improvement. METHODS: A 23-question survey was administered electronically to neurology, child neurology, and psychiatry PDs assessing their CSE testing procedures in April 2019. Data from the ABPN preCERT® Credentialing System CSE was analyzed to corroborate the survey results. RESULTS: A total of 439 PDs were surveyed. The overall response rate was approximately 40% with a similar response across the 3 specialties. Overall, there was a strong enthusiasm for CSEs as they captured the essence of the physician-patient relationship. Most PDs encouraged trainees to attempt CSEs early in their training though the completion time frame varied by specialty. Approximately 57% of psychiatry residencies offered formal, in-person faculty training while less than one-fourth of neurology and child neurology programs offered such a program. Most PDs are interested in a faculty development course to ensure a standardized CSE testing process at their institution. CONCLUSIONS: This survey confirmed earlier findings that CSEs are usually implemented early in the course of residency training and that most PDs think it captures the essence of the physician-patient relationship. While few residencies offer a CSE training course, there is widespread support for a formal approach to faculty development and this offers a specific opportunity for CSE improvement in the future. © International Association of Medical Science Educators 2020.
BACKGROUND: When the American Board of Psychiatry and Neurology (ABPN) eliminated the oral segment of the board-certification examination, it began requiring in-training assessments termed Clinical Skill Evaluations (CSEs). OBJECTIVE: This study describes the experience of residency program directors (PDs) with CSEs and identifies opportunities for improvement. METHODS: A 23-question survey was administered electronically to neurology, child neurology, and psychiatry PDs assessing their CSE testing procedures in April 2019. Data from the ABPN preCERT® Credentialing System CSE was analyzed to corroborate the survey results. RESULTS: A total of 439 PDs were surveyed. The overall response rate was approximately 40% with a similar response across the 3 specialties. Overall, there was a strong enthusiasm for CSEs as they captured the essence of the physician-patient relationship. Most PDs encouraged trainees to attempt CSEs early in their training though the completion time frame varied by specialty. Approximately 57% of psychiatry residencies offered formal, in-person faculty training while less than one-fourth of neurology and child neurology programs offered such a program. Most PDs are interested in a faculty development course to ensure a standardized CSE testing process at their institution. CONCLUSIONS: This survey confirmed earlier findings that CSEs are usually implemented early in the course of residency training and that most PDs think it captures the essence of the physician-patient relationship. While few residencies offer a CSE training course, there is widespread support for a formal approach to faculty development and this offers a specific opportunity for CSE improvement in the future. © International Association of Medical Science Educators 2020.
Entities: Chemical
Keywords:
Clinical skills; Faculty development; Faculty evaluation
Year: 2020
PMID： 34457741 PMCID： PMC8368539 DOI： 10.1007/s40670-020-00961-w
Source DB: PubMed Journal: Med Sci Educ ISSN： 2156-8650