Milestones & Evaluation Tools

Transcription

1 Milestones & Evaluation Tools Professional Development Workshop Brandy Church, MA, Pam Royston, PhD, and Heidi Kromrei, PhD 1

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4 July Agenda 4

5 Creating a Common Language Competency-Based Education: Introduction to the Milestones Brandy Church, MA Session Objectives Traditional Model Frenk J, et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 376(9756):

6 Elements of Model Traditional Driving Force for Curriculum Driving Force for Process Responsibility for content Goal of Educational Encounter Timing of Assessment Program Completion Content Teacher Teacher Knowledge acquisition Emphasis on summative Fixed Time Carraccio, C, Wolfsthal, SD, Englander, R, Ferentz, K & Martin, C. (2002). Shifting paradigms: from Flexner to competencies. Academic Medicine, 77(5): Is the system-in-place meeting our current needs? Institute of Medicine (IOM) Graduate medical education that meets the nation s health needs. Washington, DC: The National Academies Press. Institute of Medicine (IOM) Crossing the quality chasm.. Washington, D.C: National Academy Press. 6

7 Carraccio, C, Wolfsthal, SD, Englander, R, Ferentz, K & Martin, C. (2002). Shifting paradigms: from Flexner to competencies. Academic Medicine, 77(5): Medical education is at a crossroads: those who teach medical students and residents much choose whether to continue in the direction established over a hundred years ago or take a fundamentally different course, guided by contemporary innovation and new understandings about how people learn. Cooke, M, Irby, DM, O Brien, BC. (2010). Calls for reform of medical education by Carnegie Foundation for the Advancement of Teaching: 1910 and Academic Medicine, 85(2): John R. Potts, III, MD Learn a new culture and a new language HCPro. (December 2014). Transitioning to a single accreditation system for GME. Residency Program Alert, 2(12): pg. 5. 7

8 What does competency-based education mean to you? What did you discuss? 8

9 Competency Based Frank JR, Snell LS, ten Cate O. et al. Competency-based medical education: theory to practice. Med Teach, 2010; 32: Competency Based Frank JR, Snell LS, ten Cate O. et al. Competency-based medical education: theory to practice. Med Teach, 2010; 32: Elements of Models Traditional Competency Based Driving Force for Content Outcomes Curriculum Driving Force for Process Teacher Learner Responsibility for Teacher Learner & Teacher Content Goal of Educational Knowledge acquisition Knowledge application Encounter Timing of Assessment Emphasis on summative Emphasis on formative Program Completion Fixed Time Variable Time Carraccio, C, Wolfsthal, SD, Englander, R, Ferentz, K & Martin, C. (2002). Shifting paradigms: from Flexner to competencies. Academic Medicine, 77(5):

10 Vocabulary Competency Defined The International CBME Collaborators, 2009 Competent Defined Simulation Frank JR, Snell LS, ten Cate O. et al. Competency-based medical education: theory to practice. Med Teach, 2010; 32:

11 Competence Defined Situation Factors Potential Outcomes Optimal Medical Results Ten Cate, O. S. (2010). Medical competency: the interplay between individual ability and the health care environment. Medical Teacher, Putting It All Together Competency Competent Competence Wiggins, G. & McTighe, J. (2005). Understanding by design (2 nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development. 11

12 Dreyfus Model Expert Proficient Competent Advanced Beginner Novice Dreyfus, SE, Dreyfus, HL. (1980). A five-stage model of the mental activities involved in directed skill acquisition. Washington, DC: Storming Media. Major changes Curriculum What do we need? 12

13 Birth of the Milestone Project What Are Milestones? Milestone Levels Level Level Level Level Milestones are progressive there is no prescribed speed. Levels do not correspond to PGY or year in program. 13

14 Next Steps Evaluation Complete an evaluation of my presentation at Thank you very much for your feedback! Specialty Workgroups Familiarizing Yourself with Your Specialty s Milestones 14

15 References Accreditation Council for Graduate Medical Education (2014). Carraccio, C, Wolfsthal, SD, Englander, R, Ferentz, K & Martin, C. (2002). Shifting paradigms: from Flexner to competencies. Academic Medicine, 77(5): Cooke, M, Irby, DM, O Brien, BC. (2010). Calls for reform of medical education by Carnegie Foundation for the Advancement of Teaching: 1910 and Academic Medicine, 85(2): Dreyfus, SE, Dreyfus, HL. (1980). A five-stage model of the mental activities involved in directed skill acquisition. Washington, DC: Storming Media. Frank JR, Snell LS, Ten Cate O. et al. Competency-based medical education: theory to practice. Med Teach, 2010; 32: Frenk J, et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 376(9756): HCPro. (December 2014). Transitioning to a single accreditation system for GME. Residency Program Alert, 2(12): pg. 5. Institute of Medicine (IOM) Crossing the Quality Chasm. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, D.C: National Academy Press. Institute of Medicine (IOM) Graduate medical education that meets the nation s health needs. Washington, DC: The National Academies Press. Ten Cate, O. S. (2010). Medical competency: the interplay between individual ability and the health care environment. Medical Teacher, Wiggins, G. & McTighe, J. (2005). Understanding by design (2 nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development. 15