Hicks Patricia J, Margolis Melissa, Poynter Sue E, Chaffinch Christa, Tenney-Soeiro Rebecca, Turner Teri L, Waggoner-Fountain Linda, Lockridge Robin, Clyman Stephen G, Schwartz Alan
P.J. Hicks is professor of clinical pediatrics, Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania and Children's Hospital of Philadelphia, Philadelphia, Pennsylvania. M. Margolis is senior measurement scientist, National Board of Medical Examiners, Philadelphia, Pennsylvania. S.E. Poynter is associate professor of pediatrics, Department of Pediatrics, University of Cincinnati and Cincinnati Children's Hospital, Cincinnati, Ohio. C. Chaffinch is manager, Product Discovery, National Board of Medical Examiners, Philadelphia, Pennsylvania. R. Tenney-Soeiro is assistant professor of clinical pediatrics, Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania and Children's Hospital of Philadelphia, Philadelphia, Pennsylvania. T.L. Turner is associate professor, Department of Pediatrics, Baylor College of Medicine, and director, Center for Research, Innovation, and Scholarship in Medical Education, Texas Children's Hospital, Houston, Texas. L. Waggoner-Fountain is associate professor of pediatrics, Department of Pediatrics, University of Virginia School of Medicine, Charlottesville, Virginia. R. Lockridge is a PhD candidate, Howard University, Washington, DC, and manager, Association of Pediatric Program Directors Longitudinal Educational Assessment Research Network (APPD LEARN), McLean, Virginia. S.G. Clyman is senior vice president, Research and Discovery, National Board of Medical Examiners, Philadelphia, Pennsylvania. A. Schwartz is Michael Reese Endowed Professor of Medical Education, associate head of medical education, and research professor of pediatrics, University of Illinois at Chicago, Chicago, Illinois, and director, Association of Pediatric Program Directors Longitudinal Educational Assessment Research Network (APPD LEARN), McLean, Virginia.
Acad Med. 2016 May;91(5):701-9. doi: 10.1097/ACM.0000000000001057.
To report on the development of content and user feedback regarding the assessment process and utility of the workplace-based assessment instruments of the Pediatrics Milestones Assessment Pilot (PMAP).
One multisource feedback instrument and two structured clinical observation instruments were developed and refined by experts in pediatrics and assessment to provide evidence for nine competencies based on the Pediatrics Milestones (PMs) and chosen to inform residency program faculty decisions about learners' readiness to serve as pediatric interns in the inpatient setting. During the 2012-2013 PMAP study, 18 U.S. pediatric residency programs enrolled interns and subinterns. Faculty, residents, nurses, and other observers used the instruments to assess learner performance through direct observation during a one-month rotation. At the end of the rotation, data were aggregated for each learner, milestone levels were assigned using a milestone classification form, and feedback was provided to learners. Learners and site leads were surveyed and/or interviewed about their experience as participants.
Across the sites, 2,338 instruments assessing 239 learners were completed by 630 unique observers. Regarding end-of-rotation feedback, 93% of learners (128/137) agreed the assessments and feedback "helped me understand how those with whom I work perceive my performance," and 85% (117/137) agreed they were "useful for constructing future goals or identifying a developmental path." Site leads identified several benefits and challenges to the assessment process.
PM-based instruments used in workplace-based assessment provide a meaningful and acceptable approach to collecting evidence of learner competency development. Learners valued feedback provided by PM-based assessment.
报告关于儿科里程碑评估试点（PMAP）基于工作场所的评估工具的评估过程及效用的内容开发情况和用户反馈。
由儿科和评估领域的专家开发并完善了一种多源反馈工具和两种结构化临床观察工具，以基于儿科里程碑（PMs）为九项能力提供证据，并用于为住院医师培训项目教员提供有关学习者是否准备好在住院环境中担任儿科实习生的决策依据。在2012 - 2013年的PMAP研究中，18个美国儿科住院医师培训项目招募了实习生和准实习生。教员、住院医师、护士和其他观察者使用这些工具，通过为期一个月的轮转期间的直接观察来评估学习者的表现。在轮转结束时，汇总每个学习者的数据，使用里程碑分类表确定里程碑水平，并向学习者提供反馈。对学习者和站点负责人进行了调查和/或访谈，了解他们作为参与者的经历。
在各个站点，630名不同的观察者完成了评估239名学习者的2338份工具。关于轮转结束时的反馈，93%的学习者（128/137）同意评估和反馈“帮助我了解与我共事的人对我表现的看法”，85%（117/137）同意这些反馈“有助于制定未来目标或确定发展路径”。站点负责人指出了评估过程中的一些益处和挑战。
基于工作场所评估中使用的基于PM的工具为收集学习者能力发展证据提供了一种有意义且可接受的方法。学习者重视基于PM评估提供的反馈。
