Pre-Rotation Self-Assessment as a Tool for Longitudinal Competency-Based Assessment and Education
ACGME milestones and entrustable professional activities (EPAs) have been developed to track trainee growth and facilitate competency-based medical education. However, the ability to apply them and optimize an individual trainee's educational experience during a specific rotation is often challenged by the lack of longitudinal observation and feedback, combined with unpredictable clinical case exposure and variability of trainee and supervisor background.
This workshop aims to introduce an educational innovation implemented at our residency program to address the above barriers. We developed serial pre-rotation self-assessments that incorporate rotation-specific goals with ACGME subcompetencies and EPAs. The assessment includes sections on rotation-specific process-based and content-based skills using a Likert scale and prompts for resident-driven goal settings. Resident responses are shared with their attendings prior to the rotation, allowing the opportunity to devise individualized education plans early on. This tool has been implemented with current PGY-1 and PGY-2 residents on general medicine ward and ICU rotations and is well received by residents and faculty. The tool is deemed to enhance education by facilitating self-regulated learning and individualized coaching, as well as expectation alignment and SMART goal setting.
We will share our experience with longitudinal implementation of this tool, including the selection of digital platforms, instructions delivered to residents and faculty, strategies to transform data into longitudinal learner portfolios, actionable education plans, user feedback, and observations. We will further discuss application of the tool as an education quality improvement and research platform, such as evaluation of educational interventions.
This workshop aims to introduce an educational innovation implemented at our residency program to address the above barriers. We developed serial pre-rotation self-assessments that incorporate rotation-specific goals with ACGME subcompetencies and EPAs. The assessment includes sections on rotation-specific process-based and content-based skills using a Likert scale and prompts for resident-driven goal settings. Resident responses are shared with their attendings prior to the rotation, allowing the opportunity to devise individualized education plans early on. This tool has been implemented with current PGY-1 and PGY-2 residents on general medicine ward and ICU rotations and is well received by residents and faculty. The tool is deemed to enhance education by facilitating self-regulated learning and individualized coaching, as well as expectation alignment and SMART goal setting.
We will share our experience with longitudinal implementation of this tool, including the selection of digital platforms, instructions delivered to residents and faculty, strategies to transform data into longitudinal learner portfolios, actionable education plans, user feedback, and observations. We will further discuss application of the tool as an education quality improvement and research platform, such as evaluation of educational interventions.