Characteristics of the medical profession, considered applicable to youth health (YHP profile) by students with a high preference and students with a low preference for a career as a youth health physician

<p><b>Copyright information:</b></p><p>Taken from "Correlations of knowledge and preference of medical students for a specialty career: a case-study of youth health care"</p><p>http://www.biomedcentral.com/1471-2458/8/14</p><p>BMC Public Health 2008;8():14-14.</p><p>Published online 14 Jan 2008</p><p>PMCID:PMC2254611.</p><p></p> Students' views were compared with the standardized YHP profile as reported by professionals (the zero-line) (*p < 0.001

Characteristics of the medical profession, considered applicable to youth health (YHP profile) by first-year students and final-year students

<p><b>Copyright information:</b></p><p>Taken from "Correlations of knowledge and preference of medical students for a specialty career: a case-study of youth health care"</p><p>http://www.biomedcentral.com/1471-2458/8/14</p><p>BMC Public Health 2008;8():14-14.</p><p>Published online 14 Jan 2008</p><p>PMCID:PMC2254611.</p><p></p> Students' views were compared with the standardized YHP profile as reported by professionals (the zero-line) (*p < 0.001

Characteristics of the medical profession, considered applicable to youth health (YHP profile) by students with experience in a youth health clerkship and all other final-year students with clerkship experience

<p><b>Copyright information:</b></p><p>Taken from "Correlations of knowledge and preference of medical students for a specialty career: a case-study of youth health care"</p><p>http://www.biomedcentral.com/1471-2458/8/14</p><p>BMC Public Health 2008;8():14-14.</p><p>Published online 14 Jan 2008</p><p>PMCID:PMC2254611.</p><p></p> Students' views were compared with the standardized YHP profile as reported by professionals (the zero-line) (*p < 0.001

Developing Entrustable Professional Activities as the Basis for Assessment of Competence in an Internal Medicine Residency: A Feasibility Study

BACKGROUND: Graduate medical education programs assess trainees’ performance to determine readiness for unsupervised practice. Entrustable professional activities (EPAs) are a novel approach for assessing performance of core professional tasks. AIM: To describe a pilot and feasibility evaluation of two EPAs for competency-based assessment in internal medicine (IM) residency. SETTING/PARTICIPANTS: Post-graduate year-1 interns (PGY-1s) and attendings at a large internal medicine (IM) residency program. PROGRAM DESCRIPTION: Two Entrustable professional activities (EPA) assessments (Discharge, Family Meeting) were piloted. PROGRAM FEASIBILITY EVALUATION: Twenty-eight out of 43 (65.1 %) PGY-1 s and 32/43 (74.4 %) attendings completed surveys about the Discharge EPA experience. Most who completed the EPA assessment (10/12, 83.8 %, PGY-1s; 9/11, 83.3 %, attendings) agreed it facilitated useful feedback discussions. For the Family Meeting EPA, 16/26 (61.5 %) PGY-1s completed surveys, and most who participated (9/12 PGY1s, 75 %) reported it improved attention to family meeting education, although only half recommended continuing the EPA assessment. DISCUSSION: From piloting two EPA assessments in a large IM residency, we recognized our reminder systems and time dedicated for completing EPA requirements as inadequate. Collaboration around patient safety and palliative care with relevant clinical services has enhanced implementation and buy-in. We will evaluate how well EPA-based assessment serves the intended purpose of capturing trainees’ trustworthiness to conduct activities unsupervised. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1007/s11606-013-2372-x) contains supplementary material, which is available to authorized users

Frameworks for learner assessment in medicine:AMEE Guide No. 78

<p>In any evaluation system of medical trainees there is an underlying set of assumptions about what is to be evaluated (i.e., which goals reflect the values of the system or institution), what kind of observations or assessments are useful to allow judgments 1; and how these are to be analyzed and compared to a standard of what is to be achieved by the learner. These assumptions can be conventionalized into a framework for evaluation. Frameworks encompass, or "frame," a group of ideas or categories to reflect the educational goals against which a trainee's level of competence or progress is gauged. Different frameworks provide different ways of looking at the practice of medicine and have different purposes. In the first place, frameworks should enable educators to determine to what extent trainees are ready for advancement, that is, whether the desired competence has been attained. They should provide both a valid mental model of competence and also terms to describe successful performance, either at the end of training or as milestones during the curriculum. Consequently, such frameworks drive learning by providing learners with a guide for what is expected. Frameworks should also enhance consistency and reliability of ratings across staff and settings. Finally, they determine the content of, and resources needed for, rater training to achieve consistency of use. This is especially important in clinical rotations, in which reliable assessments have been most difficult to achieve. Because the limitations of workplace-based assessment have persisted despite the use of traditional frameworks (such as those based on knowledge, skills, and attitudes), this Guide will explore the assumptions and characteristics of traditional and newer frameworks. In this AMEE Guide, we make a distinction between analytic, synthetic, and developmental frameworks. Analytic frameworks deconstruct competence into individual pieces, to evaluate each separately. Synthetic frameworks attempt to view competence holistically, focusing evaluation on the performance in real-world activities. Developmental frameworks focus on stages of, or milestones, in the progression toward competence. Most frameworks have one predominant perspective; some have a hybrid nature.</p>