居民自我评估和临床能力委员会使用ACGME里程碑版本1.0和2.0进行评估的差异
Savitha Baragada1, Brandon Petree1, May Tee2
1MercyOne Medical Center, General Surgery Residency, Des Moines, Iowa.
Journal of surgical education
|August 12, 2023
概括
外科专业人员对能力的自我评估与教师的评估不同,在里程碑2.0与里程碑1.0.0相比,里程碑2.0的估值明显过高. 这种差异对男性住院人员的影响更为显著,突出显示了在外科培训中需要提高自我意识的必要性.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 能力评估能力评估能力评估能力
背景情况:
- 对于外科住院医生来说,自我驱动的专业发展至关重要.
- 值得信赖的专业活动 (EPA) 正在成为外科教育的新范式.
- 了解居民自我认知与教师评估是有效培训的关键.
研究的目的:
- 将外科住院医生的自我评价能力评估与临床能力委员会 (CCC) 的评估进行比较.
- 使用ACGME里程碑版本1.0 (M1.0) 和版本2.0 (M2.0) 分析差异.
主要方法:
- 22名普通外科住院医生提供了从2017年到2022年的半年自我评估.
- 临床能力委员会 (CCC) 的评估是独立进行的.
- 分析了1552个配对的数据点,使用配对的威尔科克森签名等级测试.
主要成果:
- 居民的M1.0自我评价低于CCC评价 (p < 0.001),具体能力 (MK,PBLI,PC,SBP) 有差异.
- 在所有6个能力中,居民的M2.0自我评估高于CCC评估 (p < 0.001).
- 多变量回归显示性别,PGY水平和里程碑版本显著预测了评估不一致性 (R2=0.255).
结论:
- 居民自我评估和CCC评估之间的差异在M2.0比M1.0.0更明显.
- 居民倾向于高估自己的能力使用M2.0与教师评估相比.
- 这种过度估计在男性居民中更为显著,表明需要加强自我意识培训.
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