在ACGME里程碑2.0评级中探索课程差异:人际关系和沟通技巧和专业精神
Shaghayegh Sabbaghan Kermani1, Claire Ferguson2, Jonathan Greer1
1Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts.
Journal of surgical education
|October 29, 2025
概括
一般外科住院计划在人际关系和沟通技巧 (ICS) 和专业性 (PROF) 里程碑评级上显示出显著的差异. 这些差异可能更多地反映了机构规范,而不是个人居民的表现.
科学领域:
- 医疗教育 医学教育
- 在外科住院评估评估.
- 基于能力的教育 基于能力的教育
背景情况:
- 在评估居民进度方面,ACGME里程碑2.0至关重要.
- 人际关系和沟通技巧 (ICS) 和专业精神 (PROF) 是关键能力.
- 了解这些评级的程序级别变化对于公平评估至关重要.
研究的目的:
- 调查ACGME里程碑2.0评级的ICS和PROF在整体外科住院的程序层面的变化.
- 确定计划对居民里程碑评估的影响程度.
主要方法:
- 从328个普通外科手术项目 (2020-2021) 中的Milestone 2.0评级的描述性分析.
- 类内相关系数 (ICC) 用于量化跨PGY级别的程序级别变化.
- 威尔科克森等级总和测试比较了统一与非统一的评级模式的程序大小.
主要成果:
- 在所有研究生年级 (PGY) 的ICS和PROF评级中观察到实质性的课程级别变化.
- 项目级别的差异占评级总差异的29.8%至71.3%.
- 统一的评分 (所有PGY级别的居民都获得相同的分数) 是常见的,特别是在PGY1和PGY5中,在较小的项目中更为频繁.
结论:
- 在ICS和PROF的整体外科住院里程碑评级中,存在显著的程序级别变化.
- 高的ICC和统一的评级模式表明,机构规范可能会影响个人绩效的评级.
- 需要进一步的研究来确定驱动这些变化的因素,并提高评估公平性.
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