TY - JOUR
T1 - The pediatrics milestones
T2 - Initial evidence for their use as learning road maps for residents
AU - Schumacher, Daniel J.
AU - Lewis, Kadriye O.
AU - Burke, Ann E.
AU - Smith, M. Lynne
AU - Schumacher, Jayna B.
AU - Pitman, Mary Anne
AU - Ludwig, Stephen
AU - Hicks, Patricia J.
AU - Guralnick, Susan
AU - Englander, Robert
AU - Benson, Bradley
AU - Carraccio, Carol
N1 - Funding Information:
We would like to acknowledge and thank the University of Cincinnati College of Medicine for a Medical Education Research Project Grant (PI: Daniel J. Schumacher, MD) to fund this study. We would also like to thank the Cincinnati Children's Hospital Medical Center Division of Emergency Medicine for additional funds to complete this project.
PY - 2013/1
Y1 - 2013/1
N2 - Objective: As the next step in competency-based medical education, the Pediatrics Milestone Project seeks to provide a learner-centered approach to training and assessment. To help accomplish this goal, this study sought to determine how pediatric residents understand, interpret, and respond to the Pediatrics Milestones. Methods: Cognitive interviews with 48 pediatric residents from all training levels at 2 training programs were conducted. Each participant reviewed one Pediatrics Milestone document (PMD). Eight total Pediatrics Milestones, chosen for their range of complexity, length, competency domain, and primary author, were included in this study. Six residents, 2 from each year of residency training, reviewed each PMD. Interviews were transcribed and coded using inductive methods, and codes were grouped into themes that emerged. Results: Four major themes emerged through coding and analysis: 1) the participants' degree of understanding of the PMDs is sufficient, often deep; 2) the etiology of participants' understanding is rooted in their experiences; 3) there are qualities of the PMD that may contribute to or detract from understanding; and 4) participants apply their understanding by noting the PMD describes a developmental progression that can provide a road map for learning. Additionally, we learned that residents are generally comfortable being placed in the middle of a series of developmental milestones. Two minor themes focusing on interest and practicality were also identified. Conclusions: This study provides initial evidence for the Pediatrics Milestones as learner-centered documents that can be used for orientation, education, formative feedback, and, ultimately, assessment.
AB - Objective: As the next step in competency-based medical education, the Pediatrics Milestone Project seeks to provide a learner-centered approach to training and assessment. To help accomplish this goal, this study sought to determine how pediatric residents understand, interpret, and respond to the Pediatrics Milestones. Methods: Cognitive interviews with 48 pediatric residents from all training levels at 2 training programs were conducted. Each participant reviewed one Pediatrics Milestone document (PMD). Eight total Pediatrics Milestones, chosen for their range of complexity, length, competency domain, and primary author, were included in this study. Six residents, 2 from each year of residency training, reviewed each PMD. Interviews were transcribed and coded using inductive methods, and codes were grouped into themes that emerged. Results: Four major themes emerged through coding and analysis: 1) the participants' degree of understanding of the PMDs is sufficient, often deep; 2) the etiology of participants' understanding is rooted in their experiences; 3) there are qualities of the PMD that may contribute to or detract from understanding; and 4) participants apply their understanding by noting the PMD describes a developmental progression that can provide a road map for learning. Additionally, we learned that residents are generally comfortable being placed in the middle of a series of developmental milestones. Two minor themes focusing on interest and practicality were also identified. Conclusions: This study provides initial evidence for the Pediatrics Milestones as learner-centered documents that can be used for orientation, education, formative feedback, and, ultimately, assessment.
KW - Pediatrics Milestones
KW - competencies
KW - medical education
KW - residents
UR - http://www.scopus.com/inward/record.url?scp=84872423738&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84872423738&partnerID=8YFLogxK
U2 - 10.1016/j.acap.2012.09.003
DO - 10.1016/j.acap.2012.09.003
M3 - Article
C2 - 23165175
AN - SCOPUS:84872423738
SN - 1876-2859
VL - 13
SP - 40
EP - 47
JO - Academic Pediatrics
JF - Academic Pediatrics
IS - 1
ER -