Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Comprehensive educational performance improvement (CEPI): an innovative competency-based assessment tool.

Lawrence M Reich1, Rand A David

  • 1Department of Ambulatory Care, Elmhurst Hospital Center, NY 11373, USA.

The Mount Sinai Journal of Medicine, New York
|September 27, 2005
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Disparities in Salary and Work-Life Integration in Internal Medicine Program Directors Are Associated with Gender and Partner Employment Status.

The American journal of medicine·2020
Same author

The creation and evaluation of a systems-based practice/managed care curriculum in a primary care internal medicine residency program.

The Mount Sinai journal of medicine, New York·2005
See all related articles

This study introduces Comprehensive Educational Performance Improvement (CEPI), a new method for assessing medical resident mastery. CEPI shifts focus from content to outcomes, enhancing training program evaluation and resident competency assessment.

Area of Science:

  • Medical Education
  • Graduate Medical Education
  • Competency-Based Training

Background:

  • Focus on resident outcomes and mastery of practice is crucial for effective training.
  • Current assessment methods often rely on content and process, not demonstrated competency.
  • Reorganizing training programs is necessary to prioritize outcome-based assessment.

Purpose of the Study:

  • To shift training priorities towards desired outcomes for residents, faculty, and the institution.
  • To implement a new assessment process called Comprehensive Educational Performance Improvement (CEPI).
  • To align assessment with the six core competencies of graduate medical education.

Main Methods:

  • Identified and classified learning elements into clinical, didactic, and evaluative domains.

Related Experiment Videos

  • Developed specific questions to define and evaluate each learning element.
  • Prioritized assessment questions by gathering input from faculty, staff, and residents.

    • Main Results:

    • Generated 301 assessment questions covering all learning elements.
    • Created a comprehensive plan for evaluating both the training program and resident competency.
    • Demonstrated the application of the CEPI process with examples.

    Conclusions:

    • CEPI enables concurrent assessment of learning elements and their outcomes.
    • The process integrates cognitive and clinical aspects of training with evaluator input.
    • CEPI supports faculty training in evidence-based curriculum development.