Marhatta Asha, Messina Dino, Petrini Joann R, Lecaj Ariana, Ahmadi Ramin
Conn Med. 2014 May;78(5):293-8.
The published Accreditation Council for Graduate Medical Education (ACGME) milestones represent a novel method of evaluation of trainees in graduate medical education. We surveyed agroup of teaching faculty and residents, regarding the new ACGME milestones project. We obtained their input on the expected timeline for the developmental milestones and compared their responses to the ACGME recommendations.
A 42-item survey questionnaire, derived from the original 142 item publication, was completed by 26 internal medicine teaching faculty and 34 internal medicine residents.
We found statistically significant differences in the responses given by residents and faculty compared to those in the standard recommendations. The differences were more pronounced with the residents than with the faculty.
The results of our survey showed significantly different responses as compared to the standard recommended timelines. Since this is a novel evaluation process, substantial faculty development and resident education regarding the process can help improve its implementation. Future studies should focus on how learners might better understand and refine the milestone evaluation process.
已发布的研究生医学教育认证委员会（ACGME）里程碑代表了一种评估研究生医学教育学员的新方法。我们就新的ACGME里程碑项目对一组教师和住院医师进行了调查。我们获取了他们对发展里程碑预期时间表的意见，并将他们的回答与ACGME的建议进行了比较。
由26名内科教师和34名内科住院医师完成了一份源自最初142项问卷的42项调查问卷。
我们发现，与标准建议相比住院医师和教师给出的回答存在统计学上的显著差异。住院医师的差异比教师更为明显。
我们的调查结果显示，与标准推荐的时间表相比回答存在显著差异。由于这是一个新的评估过程，可以通过大量的教师培训和住院医师关于该过程教育，来帮助改进其实施。未来的研究应关注学习者如何能更好地理解和完善里程碑评估过程。
