Aggregated student confidence estimates support continuous quality improvements in a competencies-oriented...

Area of Science:

• Medical Education
• Curriculum Development
• Quality Improvement

Background:

• Competency-based medical curricula aim to improve patient care by developing specific clinical task performance.
• Effective curricula require outcome metrics for continuous quality improvement (CQI).
• This study addresses the need for outcome metrics in a competency-oriented curriculum.

Purpose of the Study:

• To describe a novel course evaluation methodology for generating outcome metrics.
• To demonstrate the utility of these metrics in supporting CQI initiatives.
• To assess the impact of the methodology on student confidence in performing clinical tasks.

Main Methods:

• Implemented a course evaluation methodology using aggregated student self-assessments of confidence.
• Focused on four core clinical tasks (diagnose, treat, manage, explain) for common patient presentations.
• Utilized graphic and tabular reports for faculty to identify and remediate suboptimal instructional activities.

Main Results:

• A statistically significant and sustained increase in student confidence was observed over a six-year study period (2010-2016).
• The methodology provided presentation and task-focused outcome metrics.
• Faculty successfully used these metrics to implement CQIs.

Conclusions:

• Aggregated, task-specific confidence estimates are effective for driving CQIs in competency-based medical education.
• The novel evaluation methodology successfully enhanced student confidence and supported curriculum improvement.
• Further research into confidence-related metrics in medical education is warranted.