Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-08T05:36:15.908Z Has data issue: false hasContentIssue false

Chapter 19 - Assessing Competence in Family Planning Skills through Milestones

from Section III - Family Planning Curricular Design & Implementation

Published online by Cambridge University Press:  30 July 2021

Uta Landy
Affiliation:
University of California, San Francisco
Philip D Darney
Affiliation:
University of California, San Francisco
Jody Steinauer
Affiliation:
University of California, San Francisco
Get access

Summary

Milestones, which provide a narrative description of the knowledge, skills and attitudes that a learner must progressively demonstrate throughout their training in order to enter unsupervised practice, represent the most recent method by which learner competency is measured in US graduate medical education. Milestones were recently developed for the fellowship in Complex Family Planning using a Delphi approach. Milestone assessment and demonstration of competence necessitates a system involving the assessor, the learner and validated assessment tools which reflect the milestone content. Learners develop a milestone-based individualized learning plan, which is re-visited and adjusted every 6 months incorporating input from multiple assessors, collected and aggregated using healthcare education management software. We provide the newly developed fellowship milestones as an example of a process educators can use to create milestones for their unique learning programs. A similar system, incorporating mastery-based learning principles, can be implemented for procedural skills training outside of the traditional graduate medical education environment.

Type
Chapter
Information
Advancing Women's Health Through Medical Education
A Systems Approach in Family Planning and Abortion
, pp. 190 - 201
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

McGaghie, WC, Miller, GE, Sajid, AW, Telder, TV. Competency-Based Curriculum Development in Medical Education. Geneva: World Health Organization; 1978.Google Scholar
Frank, JR, Snell, LS, Cate, OT, et al. Competency based medical education: theory to practice. Med Teach. 2010;32(8):638645.CrossRefGoogle ScholarPubMed
Elam, S. Performance-Based Teacher Education: What Is the State of the Art? Washington, DC: American Association of Colleges for Teacher Education; 1971.Google Scholar
Royal College of Physicians and Surgeons of Canada. About CanMEDS. www.royalcollege.ca/rcsite/canmeds/about-canmeds-eGoogle Scholar
Frank, JR, Snell, L, Sherbino, J. (Eds.). Can Meds 2015 Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.Google Scholar
Swing, SR. The ACGME Outcome Project: retrospective and prospective. Med Teach. 2007;29:648654.CrossRefGoogle ScholarPubMed
Holmboe, ES, Yamazaki, K, Edgar, L, et al. Reflections on the first 2 years of milestone implementation. J Grad Med Educ. 2015;7(3): 506512.CrossRefGoogle ScholarPubMed
Dreyfus, S, Dreyfus, H. A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition. Berkeley: University of California Operations Research Center; 1980. Monograph. www.dtic.mil/dtic/index.htmlCrossRefGoogle Scholar
Hsu, Ca-C, Sandford, BA. The Delphi technique: making sense of consensus. Pract Assess Res Eval. 2007;12(10). http://pareonline.net/getvn.asp?v=12&n=10Google Scholar
Holmboe, ES, Edgar, L, Hamstra, S. The Milestones Guidebook Version 2016. Chicago: ACGME; 2016.Google Scholar
Norcini, J, Anderson, B, Bollela, V, et al. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 Conference. Med Teach. 2011;33:206214.Google Scholar
Issenberg, SB, McGaghie, WC. Looking to the Future. International Best Practices for Evaluation in the Health Professions. London: Radcliffe Publishing; 2013:341359.Google Scholar
Steinauer, JE, Turk, JK, Pomerantz, T, Simonson, K, Learman, LA, Landy, U. Abortion training in US obstetrics and gynecology residency programs. Am J Obstet Gynecol. 2018 Jul;219(1):86.e186.e6.Google Scholar
McGaghie, WC. Mastery learning: it is time for medical education to join the 21st century. Acad Med. 2015;90:14381441.CrossRefGoogle Scholar
McGaghie, WC, Siddall, VJ, Mazmanian, PE, Myers, J, American College of Chest Physicians Health and Science Policy Committee. Lessons for continuing medical education from simulation research in undergraduate and graduate medical education: effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines. Chest. 2009;135(3 Suppl):62S68S.CrossRefGoogle ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×