The Anesthesiology Milestones 2.0: An Improved Competency-Based Assessment for Residency Training
The Anesthesiology Milestones 2.0: An Improved Competency-Based Assessment for Residency Training
复制标题
DOI：
10.1213/ane.0000000000005499
复制
发表时间：
2021-08-01
影响因子：
5.7
通讯作者：
Mitchell, John D.
中科院分区：
文献类型：
--
作者：
Ambardekar, Aditee P.;Walker, K. Karisa;Mitchell, John D.
医学教育从以时间为基础到以能力为基础的平台的演变始于近30年前，并继续缓慢形成。开发有效和可重复使用的评估工具是第一步。各专业的医学教育工作者认识到挑战，并始终有动力开发一个相关的、可推广的和可衡量的系统。医学研究生教育认证委员会(ACGME)继续致力于履行其对公众的责任，确保国家住院医师项目中的研究生医学教育的过程和结果培养出称职、安全和富有同情心的医生。里程碑项目是ACGME向基于能力的系统演变的当前战略，该系统允许每个专业沿着新手到专家的连续体发展自己的子能力集和5级进步或里程碑。教育界现在已经有了近5年的经验来处理这些问题。虽然不完美，但Milestones 1.0提供了重要的基础信息和见解。麻醉学里程碑的第一次迭代强调了亚能力与当前和未来的临床实践之间的一些不匹配。他们还强调了对学习者的评估和评估方面的挑战，以及对教师发展工具的需求。致力于迭代过程，ACGME汇集了麻醉学社区内利益相关者团体的代表，以开发第二代里程碑。这篇特别的文章描述了Milestones 1.0中在Milestones 2.0开发过程中有用的基础数据，重要更改背后的基本原理，以及随此迭代提供的其他工具。
The evolution of medical education, from a time-based to a competency-based platform, began nearly 30 years ago and continues to slowly take shape. The development of valid and reproducible assessment tools is the first step. Medical educators across specialties acknowledge the challenges and remain motivated to develop a relevant, generalizable, and measurable system. The Accreditation Council for Graduate Medical Education (ACGME) remains committed to its responsibility to the public by assuring that the process and outcome of graduate medical education in the nation's residency programs produce competent, safe, and compassionate doctors. The Milestones Project is the ACGME's current strategy in the evolution to a competency-based system, which allows each specialty to develop its own set of subcompetencies and 5-level progression, or milestones, along a continuum of novice to expert. The education community has now had nearly 5 years of experience with these rubrics. While not perfect, Milestones 1.0 provided important foundational information and insights. The first iteration of the Anesthesiology Milestones highlighted some mismatch between subcompetencies and current and future clinical practices. They have also highlighted challenges with assessment and evaluation of learners, and the need for faculty development tools. Committed to an iterative process, the ACGME assembled representatives from stakeholder groups within the Anesthesiology community to develop the second generation of Milestones. This special article describes the foundational data from Milestones 1.0 that was useful in the development process of Milestones 2.0, the rationale behind the important changes, and the additional tools made available with this iteration.