R.B. Mink is professor of pediatrics, David Geffen School of Medicine, University of California, Los Angeles (UCLA), Los Angeles, California, and director, Pediatric Critical Care Medicine Fellowship, Harbor-UCLA Medical Center, Torrance, California; ORCID: http://orcid.org/0000-0002-7998-4713. A.L. Myers is associate professor and director, Infectious Diseases Fellowship Program, Children's Mercy Hospital and University of Missouri-Kansas City School of Medicine, Kansas City, Missouri; ORCID: http://orcid.org/0000-0002-7686-0854. D.A. Turner is associate professor of pediatrics, Duke University School of Medicine, and associate director of graduate medical education, Duke University Medical Center, Durham, North Carolina. C.L. Carraccio is vice president of competency-based assessment, American Board of Pediatrics, Chapel Hill, North Carolina.
Acad Med. 2018 Nov;93(11):1668-1672. doi: 10.1097/ACM.0000000000002353.
Scholarship is an important element of both undergraduate and graduate medical education, and scholarly activity is required for all pediatric fellows. However, despite the creation of entrustable professional activities (EPAs) for scholarship, the specific progressive levels of performance and the appropriate level of supervision for a given performance level have not been defined. The authors developed competencies and milestones for the scholarship EPA to provide a framework for assessment across the continuum; a level of supervision scale was also developed.
The Vitae Researcher Development Framework served as a template to create the competencies and milestones for the scholarship EPA. Beginning in September 2015 and using a modified Delphi approach, three drafts were circulated to individuals with expertise in various types of scholarship until broad agreement was achieved. Then, in October 2016, the Steering Committee of the Subspecialty Pediatrics Investigator Network created a level of supervision scale, modeled after one it had previously developed.
Eight competencies were identified as important in making entrustment decisions related to scholarship. For each competency, five milestone levels that span the continuum from novice to expert were created. A supervision scale with five progressive levels of entrustment was also created.
Next steps include a study to obtain validity evidence for the supervision scale and determine the correlation between milestone and supervision levels. These competencies, milestones, and supervision levels can potentially serve as a road map for trainees and junior faculty and also play a role in the assessment of physician-scientists.
奖学金是本科和研究生医学教育的重要组成部分，所有儿科研究员都需要进行学术活动。然而，尽管已经为学术活动制定了可委托的专业活动（EPAs），但尚未定义特定的绩效渐进水平和给定绩效水平的适当监督水平。作者制定了奖学金 EPA 的能力和里程碑，为整个连续体的评估提供了一个框架；还制定了监督级别量表。
Vitae 研究人员发展框架作为模板，为奖学金 EPA 的能力和里程碑制定提供了模板。从 2015 年 9 月开始，采用改良 Delphi 方法，将三份草案分发给在各种类型奖学金方面具有专业知识的个人，直到达成广泛共识。然后，在 2016 年 10 月，专业儿科研究员网络的指导委员会创建了一个监督级别量表，该量表是在其之前开发的一个量表的基础上建模的。
确定了八项与奖学金相关的委托决策相关的重要能力。对于每项能力，创建了跨越从新手到专家的连续体的五个里程碑水平。还创建了一个具有五个渐进委托级别监督级别量表。
下一步包括一项研究，旨在为监督量表获得有效性证据，并确定里程碑和监督水平之间的相关性。这些能力、里程碑和监督水平可以为学员和初级教师提供路线图，并在评估医师科学家方面发挥作用。
