| Popis: |
In response to trends on the annual ACGME Resident Survey and a recent Area for Improvement noted on our program's 2017 ACGME Site Visit, we explored procedural competency with our recent program graduates to better provide a framework for and inform program quality improvement regarding skill-based and simulation curricula. Recent graduates (2017 and 2018, n=22, 79% response rate) were asked via our annual Recent Graduate Survey how the words “confidence,” “competence,” and “preparedness” might differ, and also asked Likert Scale questions regarding procedural confidence, procedural competence and procedural preparedness for many of the most common and also cited procedures of concern. Our Graduate Survey results show that procedural confidence, competence and preparedness are defined and interpreted in very different ways. When comparing this data to ACGME survey and site visit results, it calls into question whether the nuance among these terms leads to confusion on interpretation of the ACGME residency evaluation questions. Our graduates interpret confidence, competence and preparedness as three linked, but very different, ideas as they relate to procedural skills. It is difficult to both translate these differences to trainees and to interpret ACGME surveys with regards to this nuance. Using our PEC, which includes both core faculty and resident advisors, as a driving force for change, we are examining simulation and skill-based learning opportunities. Our goal is to provide a contextual framework for addressing the ACGME survey and site visit concerns and determine if procedure volume, re-evaluation of minimum targets and education regarding competency, confidence and preparedness impacts our outcomes. Educating our residents in the subtle, yet important, differences in competence, confidence and preparedness throughout residency will clarify true programmatic deficiencies in procedural based skills and simulation curricula, so that we may better prepare our future workforce. Anecdotally, our recent graduates feel competent, but it is unclear why this transition is not captured in our trainee data. |
Full Text from ScienceDirect