Perspectives on Medical Education最新文献_第7页

Enabling Implementation of Competency Based Medical Education through an Outcomes-Focused Accreditation System. 通过注重成果的评审制度促进能力本位医学教育的实施。

IF 4.8 2区医学

Perspectives on Medical Education Pub Date : 2024-02-06 eCollection Date: 2024-01-01 DOI: 10.5334/pme.963

Timothy R Dalseg, Brent Thoma, Keith Wycliffe-Jones, Jason R Frank, Sarah Taber

{"title":"Enabling Implementation of Competency Based Medical Education through an Outcomes-Focused Accreditation System.","authors":"Timothy R Dalseg, Brent Thoma, Keith Wycliffe-Jones, Jason R Frank, Sarah Taber","doi":"10.5334/pme.963","DOIUrl":"10.5334/pme.963","url":null,"abstract":"Competency based medical education is being adopted around the world. Accreditation plays a vital role as an enabler in the adoption and implementation of competency based medical education, but little has been published about how the design of an accreditation system facilitates this transformation. The Canadian postgraduate medical education environment has recently transitioned to an outcomes-based accreditation system in parallel with the adoption of competency based medical education. Using the Canadian example, we characterize four features of an accreditation system that can facilitate the implementation of competency based medical education: theoretical underpinning, quality focus, accreditation standards, and accreditation processes. Alignment of the underlying educational theories within the accreditation system and educational paradigm drives change in a consistent and desired direction. An accreditation system that prioritizes quality improvement over quality assurance promotes educational system development and progressive change. Accreditation standards that achieve the difficult balance of being sufficiently detailed yet flexible foster a high fidelity of implementation without stifling innovation. Finally, accreditation processes that recognize the change process, encourage program development, and are not overly punitive all enable the implementation of competency based medical education. We also discuss the ways in which accreditation can simultaneously hinder the implementation of this approach. As education bodies adopt competency based medical education, particular attention should be paid to the role that accreditation plays in successful implementation.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"75-84"},"PeriodicalIF":4.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10854411/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coaching in Competence by Design: A New Model of Coaching in the Moment and Coaching Over Time to Support Large Scale Implementation. 能力设计中的教练：一种新的 "即时教练 "和 "长期教练 "模式，以支持大规模实施。

IF 4.8 2区医学

Perspectives on Medical Education Pub Date : 2024-02-06 eCollection Date: 2024-01-01 DOI: 10.5334/pme.959

Denyse Richardson, Jeffrey M Landreville, Jessica Trier, Warren J Cheung, Farhan Bhanji, Andrew K Hall, Jason R Frank, Anna Oswald

{"title":"Coaching in Competence by Design: A New Model of Coaching in the Moment and Coaching Over Time to Support Large Scale Implementation.","authors":"Denyse Richardson, Jeffrey M Landreville, Jessica Trier, Warren J Cheung, Farhan Bhanji, Andrew K Hall, Jason R Frank, Anna Oswald","doi":"10.5334/pme.959","DOIUrl":"10.5334/pme.959","url":null,"abstract":"Coaching is an increasingly popular means to provide individualized, learner-centered, developmental guidance to trainees in competency based medical education (CBME) curricula. Aligned with CBME's core components, coaching can assist in leveraging the full potential of this educational approach. With its focus on growth and improvement, coaching helps trainees develop clinical acumen and self-regulated learning skills. Developing a shared mental model for coaching in the medical education context is crucial to facilitate integration and subsequent evaluation of success. This paper describes the Royal College of Physicians and Surgeons of Canada's coaching model, one that is theory based, evidence informed, principle driven and iteratively and developed by a multidisciplinary team. The coaching model was specifically designed, fit for purpose to the postgraduate medical education (PGME) context and implemented as part of Competence by Design (CBD), a new competency based PGME program. This coaching model differentiates two coaching roles, which reflect different contexts in which postgraduate trainees learn and develop skills. Both roles are supported by the RX-OCR process: developing Relationship/Rapport, setting eXpectations, Observing, a Coaching conversation, and Recording/Reflecting. The CBD Coaching Model and its associated RX-OCR faculty development tool support the implementation of coaching in CBME. Coaching in the moment and coaching over time offer important mechanisms by which CBD brings value to trainees. For sustained change to occur and for learners and coaches to experience the model's intended benefits, ongoing professional development efforts are needed. Early post implementation reflections and lessons learned are provided.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"33-43"},"PeriodicalIF":4.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10854464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Competence by Design: The Role of High-Stakes Examinations in a Competence Based Medical Education System. 能力设计：以能力为基础的医学教育体系中高风险考试的作用》（The Role of High-Stakes Examinations in a Competence Based Medical Education System）。

IF 4.8 2区医学

Perspectives on Medical Education Pub Date : 2024-02-06 eCollection Date: 2024-01-01 DOI: 10.5334/pme.965

Farhan Bhanji, Viren Naik, Amanda Skoll, Richard Pittini, Vijay John Daniels, C Maria Bacchus, Glen Bandiera

{"title":"Competence by Design: The Role of High-Stakes Examinations in a Competence Based Medical Education System.","authors":"Farhan Bhanji, Viren Naik, Amanda Skoll, Richard Pittini, Vijay John Daniels, C Maria Bacchus, Glen Bandiera","doi":"10.5334/pme.965","DOIUrl":"10.5334/pme.965","url":null,"abstract":"Competency based medical education is developed utilizing a program of assessment that ideally supports learners to reflect on their knowledge and skills, allows them to exercise a growth mindset that prepares them for coaching and eventual lifelong learning, and can support important progression and certification decisions. Examinations can serve as an important anchor to that program of assessment, particularly when considering their strength as an independent, third-party assessment with evidence that they can predict future physician performance and patient outcomes. This paper describes the aims of the Royal College of Physicians and Surgeons of Canada's (\"the Royal College\") certification examinations, their future role, and how they relate to the Competence by Design model, particularly as the culture of workplace assessment and the evidence for validity evolves. For example, high-stakes examinations are stressful to candidates and focus learners on exam preparation rather than clinical learning opportunities, particularly when they should be developing greater autonomy. In response, the Royal College moved the written examination earlier in training and created an exam quality review, by a specialist uninvolved in development, to review the exam for clarity and relevance. While learners are likely to continue to focus on the examination as an important hurdle to overcome, they will be preparing earlier in training, allowing them the opportunity to be more present and refine their knowledge when discussing clinical cases with supervisors in the Transition to Practice phase. The quality review process better aligns the exam to clinical practice and can improve the educational impact of the examination preparation process.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"68-74"},"PeriodicalIF":4.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10854425/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Design and Implementation of a National Program of Assessment Model - Integrating Entrustable Professional Activity Assessments in Canadian Specialist Postgraduate Medical Education. 国家评估模式计划的设计与实施--在加拿大专科毕业后医学教育中整合委托专业活动评估。

IF 4.8 2区医学

Perspectives on Medical Education Pub Date : 2024-02-06 eCollection Date: 2024-01-01 DOI: 10.5334/pme.956

Warren J Cheung, Farhan Bhanji, Wade Gofton, Andrew K Hall, Jolanta Karpinski, Denyse Richardson, Jason R Frank, Nancy Dudek

{"title":"Design and Implementation of a National Program of Assessment Model - Integrating Entrustable Professional Activity Assessments in Canadian Specialist Postgraduate Medical Education.","authors":"Warren J Cheung, Farhan Bhanji, Wade Gofton, Andrew K Hall, Jolanta Karpinski, Denyse Richardson, Jason R Frank, Nancy Dudek","doi":"10.5334/pme.956","DOIUrl":"10.5334/pme.956","url":null,"abstract":"Traditional approaches to assessment in health professions education systems, which have generally focused on the summative function of assessment through the development and episodic use of individual high-stakes examinations, may no longer be appropriate in an era of competency based medical education. Contemporary assessment programs should not only ensure collection of high-quality performance data to support robust decision-making on learners' achievement and competence development but also facilitate the provision of meaningful feedback to learners to support reflective practice and performance improvement. Programmatic assessment is a specific approach to designing assessment systems through the intentional selection and combination of a variety of assessment methods and activities embedded within an educational framework to simultaneously optimize the decision-making and learning function of assessment. It is a core component of competency based medical education and is aligned with the goals of promoting assessment for learning and coaching learners to achieve predefined levels of competence. In Canada, postgraduate specialist medical education has undergone a transformative change to a competency based model centred around entrustable professional activities (EPAs). In this paper, we describe and reflect on the large scale, national implementation of a program of assessment model designed to guide learning and ensure that robust data is collected to support defensible decisions about EPA achievement and progress through training. Reflecting on the design and implications of this assessment system may help others who want to incorporate a competency based approach in their own country.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"44-55"},"PeriodicalIF":4.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10854461/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Strategies to Enable Transformation in Medical Education: Faculty and Trainee Development in Competence By Design. 促进医学教育改革的战略：在 "能力设计 "中培养教师和学员。

IF 4.8 2区医学

Perspectives on Medical Education Pub Date : 2024-02-06 eCollection Date: 2024-01-01 DOI: 10.5334/pme.960

Adelle R Atkinson, Cynthia Abbott, Anna Oswald, Andree Boucher, Rodrigo B Cavalcanti, Jason R Frank, Linda S Snell

{"title":"Strategies to Enable Transformation in Medical Education: Faculty and Trainee Development in Competence By Design.","authors":"Adelle R Atkinson, Cynthia Abbott, Anna Oswald, Andree Boucher, Rodrigo B Cavalcanti, Jason R Frank, Linda S Snell","doi":"10.5334/pme.960","DOIUrl":"10.5334/pme.960","url":null,"abstract":"Transformative changes in health professions education need to incorporate effective faculty development, but few very large-scale faculty development designs have been described. The Royal College of Physicians and Surgeons of Canada's Competence by Design project was launched to transform the delivery of postgraduate medical education in Canada using a competency-based model. In this paper we outline the goals, principles, and rationale of the Royal College's national strategy for faculty and resident development initiatives to support the implementation of Competence by Design. We describe the activities and resources for both faculty and trainees that facilitated the redesign of training programs for each specialty and subspecialty at the national level, as well as supporting the implementation of the redesign at the local level. This undertaking was not without its challenges: we thus reflect on those challenges, enablers, and the lessons learned, and discuss a continuous quality improvement approach that was taken to iteratively inform the implementation process moving forward.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"85-94"},"PeriodicalIF":4.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10854465/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating Competence by Design as a Large System Change Initiative: Readiness, Fidelity, and Outcomes. 将 "设计能力 "作为一项大型系统变革计划进行评估：准备程度、忠实度和成果。

IF 4.8 2区医学

Perspectives on Medical Education Pub Date : 2024-02-06 eCollection Date: 2024-01-01 DOI: 10.5334/pme.962

Andrew K Hall, Anna Oswald, Jason R Frank, Tim Dalseg, Warren J Cheung, Lara Cooke, Lisa Gorman, Stacey Brzezina, Sinthiya Selvaratnam, Natalie Wagner, Stanley J Hamstra, Elaine Van Melle

{"title":"Evaluating Competence by Design as a Large System Change Initiative: Readiness, Fidelity, and Outcomes.","authors":"Andrew K Hall, Anna Oswald, Jason R Frank, Tim Dalseg, Warren J Cheung, Lara Cooke, Lisa Gorman, Stacey Brzezina, Sinthiya Selvaratnam, Natalie Wagner, Stanley J Hamstra, Elaine Van Melle","doi":"10.5334/pme.962","DOIUrl":"10.5334/pme.962","url":null,"abstract":"Program evaluation is an essential, but often neglected, activity in any transformational educational change. Competence by Design was a large-scale change initiative to implement a competency-based time-variable educational system in Canadian postgraduate medical education. A program evaluation strategy was an integral part of the build and implementation plan for CBD from the beginning, providing insights into implementation progress, challenges, unexpected outcomes, and impact. The Competence by Design program evaluation strategy was built upon a logic model and three pillars of evaluation: readiness to implement, fidelity and integrity of implementation, and outcomes of implementation. The program evaluation strategy harvested from both internally driven studies and those performed by partners and invested others. A dashboard for the program evaluation strategy was created to transparently display a real-time view of Competence by Design implementation and facilitate continuous adaptation and improvement. The findings of the program evaluation for Competence by Design drove changes to all aspects of the Competence by Design implementation, aided engagement of partners, supported change management, and deepened our understanding of the journey required for transformational educational change in a complex national postgraduate medical education system. The program evaluation strategy for Competence by Design provides a framework for program evaluation for any large-scale change in health professions education.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"95-107"},"PeriodicalIF":4.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10854467/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing Competence Committees on a National Scale: Design and Lessons Learned. 在全国范围内实施能力委员会：设计与经验教训。

IF 4.8 2区医学

Perspectives on Medical Education Pub Date : 2024-02-06 eCollection Date: 2024-01-01 DOI: 10.5334/pme.961

Anna Oswald, Daniel Dubois, Linda Snell, Robert Anderson, Jolanta Karpinski, Andrew K Hall, Jason R Frank, Warren J Cheung

{"title":"Implementing Competence Committees on a National Scale: Design and Lessons Learned.","authors":"Anna Oswald, Daniel Dubois, Linda Snell, Robert Anderson, Jolanta Karpinski, Andrew K Hall, Jason R Frank, Warren J Cheung","doi":"10.5334/pme.961","DOIUrl":"10.5334/pme.961","url":null,"abstract":"Competence committees (CCs) are a recent innovation to improve assessment decision-making in health professions education. CCs enable a group of trained, dedicated educators to review a portfolio of observations about a learner's progress toward competence and make systematic assessment decisions. CCs are aligned with competency based medical education (CBME) and programmatic assessment. While there is an emerging literature on CCs, little has been published on their system-wide implementation. National-scale implementation of CCs is complex, owing to the culture change that underlies this shift in assessment paradigm and the logistics and skills needed to enable it. We present the Royal College of Physicians and Surgeons of Canada's experience implementing a national CC model, the challenges the Royal College faced, and some strategies to address them. With large scale CC implementation, managing the tension between standardization and flexibility is a fundamental issue that needs to be anticipated and addressed, with careful consideration of individual program needs, resources, and engagement of invested groups. If implementation is to take place in a wide variety of contexts, an approach that uses multiple engagement and communication strategies to allow for local adaptations is needed. Large-scale implementation of CCs, like any transformative initiative, does not occur at a single point but is an evolutionary process requiring both upfront resources and ongoing support. As such, it is important to consider embedding a plan for program evaluation at the outset. We hope these shared lessons will be of value to other educators who are considering a large-scale CBME CC implementation.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"56-67"},"PeriodicalIF":4.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10854462/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Next Era of Assessment: Building a Trustworthy Assessment System. 评估的下一个时代：建立值得信赖的评估系统。

IF 4.8 2区医学

Perspectives on Medical Education Pub Date : 2024-01-22 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1110

Holly A Caretta-Weyer, Alina Smirnova, Michael A Barone, Jason R Frank, Tina Hernandez-Boussard, Dana Levinson, Kiki M J M H Lombarts, Kimberly D Lomis, Abigail Martini, Daniel J Schumacher, David A Turner, Abigail Schuh

{"title":"The Next Era of Assessment: Building a Trustworthy Assessment System.","authors":"Holly A Caretta-Weyer, Alina Smirnova, Michael A Barone, Jason R Frank, Tina Hernandez-Boussard, Dana Levinson, Kiki M J M H Lombarts, Kimberly D Lomis, Abigail Martini, Daniel J Schumacher, David A Turner, Abigail Schuh","doi":"10.5334/pme.1110","DOIUrl":"10.5334/pme.1110","url":null,"abstract":"Assessment in medical education has evolved through a sequence of eras each centering on distinct views and values. These eras include measurement (e.g., knowledge exams, objective structured clinical examinations), then judgments (e.g., workplace-based assessments, entrustable professional activities), and most recently systems or programmatic assessment, where over time multiple types and sources of data are collected and combined by competency committees to ensure individual learners are ready to progress to the next stage in their training. Significantly less attention has been paid to the social context of assessment, which has led to an overall erosion of trust in assessment by a variety of stakeholders including learners and frontline assessors. To meaningfully move forward, the authors assert that the reestablishment of trust should be foundational to the next era of assessment. In our actions and interventions, it is imperative that medical education leaders address and build trust in assessment at a systems level. To that end, the authors first review tenets on the social contextualization of assessment and its linkage to trust and discuss consequences should the current state of low trust continue. The authors then posit that trusting and trustworthy relationships can exist at individual as well as organizational and systems levels. Finally, the authors propose a framework to build trust at multiple levels in a future assessment system; one that invites and supports professional and human growth and has the potential to position assessment as a fundamental component of renegotiating the social contract between medical education and the health of the public.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"12-23"},"PeriodicalIF":4.8,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10809864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139565140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Struggles and Joys: A Mixed Methods Study of the Artefacts and Reflections in Medical Student Portfolios. 奋斗与喜悦：医科学生作品集中的人工制品和反思的混合方法研究》。

IF 3.6 2区医学

Perspectives on Medical Education Pub Date : 2024-01-05 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1029

Jenny McDonald, Wendy Hu, Sylvia Heeneman

{"title":"Struggles and Joys: A Mixed Methods Study of the Artefacts and Reflections in Medical Student Portfolios.","authors":"Jenny McDonald, Wendy Hu, Sylvia Heeneman","doi":"10.5334/pme.1029","DOIUrl":"10.5334/pme.1029","url":null,"abstract":"Introduction: Portfolios scaffold reflection on experience so students can plan their learning. To elicit reflection, the learning experiences documented in portfolios must be meaningful. To understand what experiences first- and second-year medical students find meaningful, we studied the patterns in the artefacts chosen for portfolios and their associated written reflections.Methods: This explanatory mixed methods study of a longitudinal dataset of 835 artefacts from 37 medical student' portfolios, identified patterns in artefact types over time. Mixed model logistic regression analysis identified time, student and curriculum factors associated with inclusion of the most common types of artefacts. Thematic analysis of participants' reflections about their artefacts provided insight into their choices. Interpretation of the integrated findings was informed by Transformative Learning (TL) theory.Results: Artefact choices changed over time, influenced by curriculum changes and personal factors. In first year, the most common types of artefacts were Problem Based Learning mechanism diagrams and group photos representing classwork; in second year written assignments and 'selfies' representing social and clinical activities. Themes in the written reflections were Landmarks and Progress, Struggles and Strategies, Connection and Collaboration, and Joyful Memories for Balance. Coursework artefacts and photographic self-portraits represented all levels of transformative learning from across the curriculum.Conclusions: Medical students chose artefacts to represent challenging and/or landmark experiences, balanced by experiences that were joyful or fostered peer connection. Novelty influenced choice. To maximise learning students should draw from all experiences, to promote supported reflection with an advisor. Tasks should be timed to coincide with the introduction of new challenges.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"3 1","pages":"1-11"},"PeriodicalIF":3.6,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10768569/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139378596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

'Click, I Guess I'm Done': Applicants' and Assessors' Experiences Transitioning to a Virtual Multiple Mini Interview Format. 点击，我想我完成了"：申请人和评估员过渡到虚拟多重小型面试形式的经历。

IF 3.6 2区医学

Perspectives on Medical Education Pub Date : 2023-12-29 eCollection Date: 2023-01-01 DOI: 10.5334/pme.1035

Zoe Abraham, Carolyn Melro, Sarah Burm

{"title":"'Click, I Guess I'm Done': Applicants' and Assessors' Experiences Transitioning to a Virtual Multiple Mini Interview Format.","authors":"Zoe Abraham, Carolyn Melro, Sarah Burm","doi":"10.5334/pme.1035","DOIUrl":"10.5334/pme.1035","url":null,"abstract":"Introduction: During the COVID-19 pandemic, medical schools were forced to suspend in-person interviews and transition to a virtual Multiple Mini Interview (vMMI) format. MMIs typically comprise multiple short assessments overseen by assessors, with the aim of measuring a wide range of non-cognitive competencies. The adaptation to vMMI required medical schools to make swift changes to their MMI structure and delivery. In this paper, we focus on two specific groups greatly impacted by the decision to transition to vMMIs: medical school applicants and MMI assessors.Methods: We conducted an interpretive qualitative study to explore medical school applicants' and assessors' experiences transitioning to an asynchronous vMMI format. Ten assessors and five medical students from one Canadian medical school participated in semi-structured interviews. Data was analyzed using a thematic analysis framework.Results: Both applicants and assessors shared a mutual feeling of longing and nostalgia for an interview experience that, due to the pandemic, was understandably adapted. The most obvious forms of loss experienced - albeit in different ways - were: 1) human connection and 2) missed opportunity. Applicants and assessors described several factors that amplified their grief/loss response. These were: 1) resource availability, 2) technological concerns, and 3) the virtual interview environment.Discussion: While virtual interviewing has obvious advantages, we cannot overlook that asynchronous vMMIs do not lend themselves to the same caliber of interaction and camaraderie as experienced in in-person interviews. We outline several recommendations medical schools can implement to enhance the vMMI experience for applicants and assessors.","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"12 1","pages":"594-602"},"PeriodicalIF":3.6,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756158/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139075566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0