Aagaard Eva, Kane Gregory C, Conforti Lisa, Hood Sarah, Caverzagie Kelly J, Smith Cynthia, Chick Davoren A, Holmboe Eric S, Iobst William F
J Grad Med Educ. 2013 Sep;5(3):433-8. doi: 10.4300/JGME-D-13-00001.1.
The educational milestones were designed as a criterion-based framework for assessing resident progression on the 6 Accreditation Council for Graduate Medical Education competencies.
We obtained feedback on, and assessed the construct validity and perceived feasibility and utility of, draft Internal Medicine Milestones for Patient Care and Systems-Based Practice.
All participants in our mixed-methods study were members of competency committees in internal medicine residency programs. An initial survey assessed participant and program demographics; focus groups obtained feedback on the draft milestones and explored their perceived utility in resident assessment, and an exit survey elicited input on the value of the draft milestones in resident assessment. Surveys were tabulated using descriptive statistics. Conventional content analysis method was used to assess the focus group data.
Thirty-four participants from 17 programs completed surveys and participated in 1 of 6 focus groups. Overall, the milestones were perceived as useful in formative and summative assessment of residents. Participants raised concerns about the length and complexity of some draft milestones and suggested specific changes. The focus groups also identified a need for faculty development. In the exit survey, most participants agreed that the Patient Care and Systems-Based Practice Milestones would help competency committees assess trainee progress toward independent practice.
Draft reporting milestones for 2 competencies demonstrated significant construct validity in both the content and response process and the perceived utility for the assessment of resident performance. To ensure success, additional feedback from the internal medicine community and faculty development will be necessary.
教育里程碑被设计为一个基于标准的框架，用于评估住院医师在研究生医学教育认证委员会的6项能力方面的进展。
我们获取了关于《内科患者护理和基于系统的实践里程碑》草案的反馈意见，并评估了其结构效度、感知到的可行性和实用性。
我们混合方法研究的所有参与者都是内科住院医师培训项目能力委员会的成员。一项初始调查评估了参与者和项目的人口统计学特征；焦点小组获取了关于里程碑草案的反馈意见，并探讨了其在住院医师评估中的感知效用，一项离职调查征集了关于里程碑草案在住院医师评估中的价值的意见。使用描述性统计对调查进行列表分析。采用传统内容分析法评估焦点小组数据。
来自17个项目的34名参与者完成了调查，并参加了6个焦点小组中的1个。总体而言，里程碑被认为在住院医师的形成性和总结性评估中有用。参与者对一些里程碑草案的长度和复杂性表示担忧，并提出了具体的修改建议。焦点小组还确定了教师发展的必要性。在离职调查中，大多数参与者同意患者护理和基于系统的实践里程碑将有助于能力委员会评估学员向独立执业发展的进展。
两项能力的报告里程碑草案在内容和回应过程以及对住院医师表现评估的感知效用方面都显示出显著的结构效度。为确保成功，有必要从内科界获得更多反馈并进行教师发展。
