ABSTRACT
As medical educators continue to redefine learning and assessment across the continuum, implementation of competency-based medical education in the undergraduate setting has become a focus of many medical schools. While standards of competency have been defined for the graduating student, there is no uniform approach for defining competency expectations for students during their core clerkship year. The authors describe the process by which an Alliance for Academic Internal Medicine task force developed a paradigm for competency-based assessment of students during their inpatient internal medicine (IM) clerkship. Building on work at the resident and fellowship levels, the task force focused on the development of key learning outcomes as defined by entrustable professional activities (EPAs) that were specific to educational experiences on the IM clerkship, as well as identification of high-priority assessment domains. The work was informed by a national survey of clerkship directors.Six key EPAs emerged: generating a differential diagnosis, obtaining a complete and accurate history and physical exam, obtaining focused histories and clinically relevant physical exams, preparing an oral presentation, interpreting the results of basic diagnostic studies, and providing well-organized clinical documentation. A model for assessment was proposed, with descriptors aligned to the scale of supervision and mapped to Accreditation Council for Graduate Medical Education domains of competence. The proposed paradigm offers a standardized template that may be used across IM clerkships, and which would effectively bridge competency evaluation in the clerkship to fourth-year assessment as well as eventual postgraduate training.
Subject(s)
Clinical Clerkship/standards , Competency-Based Education/methods , Education, Medical, Graduate/standards , Internal Medicine/education , Accreditation , Advisory Committees , Clinical Competence/standards , Commission on Professional and Hospital Activities/organization & administration , Curriculum , Education, Medical/methods , Education, Medical, Undergraduate/standards , Educational Measurement/methods , Humans , Internal Medicine/organization & administration , Problem-Based Learning/methods , Schools, Medical/standards , StudentsSubject(s)
Coloboma/diagnosis , Optic Disk/abnormalities , Humans , Male , Optical Imaging , Young AdultSubject(s)
Lyme Disease/diagnosis , Skin Diseases, Bacterial/diagnosis , Anti-Bacterial Agents/therapeutic use , Erythema/diagnosis , Erythema/drug therapy , Erythema/pathology , Humans , Lyme Disease/drug therapy , Lyme Disease/pathology , Male , Middle Aged , Physical Examination/methods , Skin Diseases, Bacterial/drug therapy , Skin Diseases, Bacterial/pathologyABSTRACT
BACKGROUND: Resident physicians are expected to demonstrate medical knowledge. However, little is known about the residents' reading habits and learning preferences. AIM: To assess residents' reading habits and preferred educational resources. METHODS: Residents at five internal medicine training programs were surveyed regarding their reading and learning habits and preferences. RESULTS: The majority (77.7%) of residents reported reading less than 7 h a week. Most residents (81.4%) read in response to patient care encounters. The preferred educational format was electronic; 94.6% of residents cited UpToDate as the most effective resource for knowledge acquisition, and 88.9% of residents reported that UpToDate was their first choice for answering clinical questions. CONCLUSIONS: Residents spent little time reading and sought knowledge primarily from electronic resources. Most residents read in the context of patient care. Future research should focus on strategies for helping resident physicians learn in the electronic age.
