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Milestones: The Road to Faculty Development.

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  • 1Department of Surgery, East Carolina University, Greenville, North Carolina.

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Summary
This summary is machine-generated.

Faculty Milestones offer a more objective evaluation of surgical faculty teaching, mirroring resident assessment changes. Residents found this new system easier, more effective, and efficient than previous methods.

Keywords:
Interpersonal and Communication SkillsPractice-Based Learning and ImprovementProfessionalismeducationfaculty developmentmilestonessurgery

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Area of Science:

  • Medical Education
  • Surgical Training
  • Faculty Assessment

Background:

  • Graduate medical education is shifting towards milestone-based resident assessment.
  • Current faculty evaluation methods lack objectivity and standardization.
  • A new approach is needed to assess teaching faculty effectively.

Purpose of the Study:

  • To develop and evaluate a milestone-based assessment tool for surgical faculty.
  • To establish parity and objectivity in faculty evaluations.
  • To improve data quality on attending surgeons' teaching effectiveness.

Main Methods:

  • Developed 11 Faculty Milestones based on educational characteristics.
  • Residents evaluated faculty using both traditional Likert-scale and new milestone-based methods.
  • Surveyed residents on their experience with the new milestone evaluation system.

Main Results:

  • Faculty Milestones provided a wider spread of scores, indicating areas for teaching improvement.
  • Residents rated the milestones as easier, more effective, efficient, and objective.
  • Overall resident satisfaction with the Faculty Milestones evaluation was high.

Conclusions:

  • Faculty Milestones offer a more objective evaluation of surgical faculty, aligning with resident assessment paradigms.
  • The new system is perceived by residents as superior to traditional Likert-scale evaluations.
  • The Faculty Milestones system has potential applicability to other medical educators.