Journal of graduate medical education
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Comparative Study
Entrustable Professional Activities: Correlation of Entrustment Assessments of Pediatric Residents With Concurrent Subcompetency Milestones Ratings.
In competency-based medical education, subcompetency milestones represent a theoretical stepwise description for a resident to move from the level of novice to expert. Despite their ubiquitous use in the assessment of residents, they were not designed for that purpose. Because entrustable professional activities (EPAs) require observable behaviors, they could serve as a potential link between clinical observation of residents and competency-based assessment. ⋯ This study demonstrates a strong association between assessment of EPAs and subcompetency milestones assessment, providing a link between entrustment decisions and assessment of competence. Our data support creating resident assessment tools where multiple subcompetencies can be mapped and assessed by a smaller set of rotation-specific EPAs.
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Randomized Controlled Trial
Why Not a Podcast? Assessing Narrative Audio and Written Curricula in Obstetrical Neurology.
Medical podcasts have the potential to educate residents and fellows in specialized or uncommon disciplines, but the acceptability and benefits of educational podcasts are unclear. ⋯ Written and podcast curricula improved immediate knowledge similarly, but the narrative-style podcasts were perceived as more enjoyable by residents and fellows from several specialties, suggesting narrative podcasting can be an engaging and feasible educational alternative for trainees to acquire information.
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Otolaryngology-head and neck surgery is in the first wave of residency training programs in Canada to adopt Competence by Design (CBD), a model of competency-based medical education. CBD is built on frequent, low-stakes assessments and requires an increase in the number of feedback interactions. The University of Toronto otolaryngology-head and neck surgery residents piloted the CBD model but were completing only 1 assessment every 4 weeks, which was insufficient to support CBD. ⋯ A resident-designed audit-and-feedback leaderboard system improved the frequency of CBD assessment completion.
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Underrepresented minority (URM) trainees face unique challenges in academic medicine. Near-peer mentorship is an under-described method to support URM trainees. ⋯ Over a 3-year period, STRIVE required a modest amount of resident time and was valued by the URM residents and medical students who participated in the program.