Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
ACGME
2016 Annual Education Conference
SES052
How to Use Milestones to Provide an Evidence-based
Early Warning System for Identifying the
Academically Vulnerable Resident
February 26, 2016
Ann Dohn, MA, DIO and Nancy Piro, PhD
Conflict of Interest
• Ann Dohn, MA - No Conflicts of Interest to Declare
• Nancy Piro, PhD - No Conflicts of Interest to Declare
Agenda - Criticality of Early Identification
• Results of a national survey of DIOs and program directors on Milestones
• Milestones as an early identification of resident academic vulnerability – Evaluations, Safety (SAFE) reports, in service exam scores– Interview behaviors, letters of reference, and summative evaluations
from prior training programs.
• Mining the Milestone Data and Other Data to Identify at Risk Residents– Making it easy
• Tools which summarize resident Milestones as well as other data to facilitate collaborative discussion and remediation planning
• Using learning resources including educational testing and consultation with appropriate specialists
• Electronic resource toolkit to “Take Home”
Results of a 2015 National Survey of Program
Directors on Milestones
5.34%
24.43%
40.46%
18.32%
9.16%
2.29%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very StronglyAgree
Strong Agree
Agree
Disagree
Strongly Disagree
Very StronglyDisagree
“Milestone evaluations increase our (PDs) documentation of traineeweaknesses/areas for improvement”
Results of a 2015 National Survey of DIOs on Milestones
33.33%
25%
41.67%
“Milestone evaluations increase our (DIOs) documentation of trainee weaknesses/areasfor improvement”
All Agreed
This would never happen…
“What do you mean I have to put my resident on probation? I want to terminate them at the end of the month!”
Evaluations
• Competency based faculty evaluations of residents (rotations)
• 360 evaluations (Techs, Allied health Professionals, nurses, patients, families, coordinators, etc)
‘Data Mining’ Beyond Evaluations - Other Data Sources
• SAFE reports
• In service exam scores
• Interview, meeting and other observed behaviors
• Letters of reference
• Summative evaluations from prior training programs
– Awareness of sources of potential evaluator bias
Leveraging Resident Management System
(RMS)Tools - if Available
• RMSs – becoming more feature rich
– CCC Online Functionality – Assign Files, Upload all required data for Preliminary Review, etc
– Curriculum
• Goals and Objectives and learning outcomes by rotation
• Teaching and Assessment methodologies
– Evaluation tool development
• Sharing between programs and institutions
Leveraging Resident Management System
(RMS)Tools - if Available
• Conference attendance statistics
– Core competencies linked to specified conferences
– Attaching conference materials for later reference
• Procedures and levels; linked procedure evaluations
• Resident portfolio toolsQI participation and outcomesScholarly Activity logs
Leveraging Resident Management System
(RMS)Tools, if Available
Leveraging Your Program Coordinator
Evaluations
Milestone End of Rotation (Total)
Medical Knowledge
Patient Care
Interpersonal & Communication Skills
Professionalism
Systems-Based Practice
Practice-Based Learning & Improvement
Creating a Resident Performance ProfileStep 1 – Defining what to track (Example from Program)
In-service Assessments (MK; PC)
Routine procedure technical skills
assessment: Level 2-3
Complex procedure technical skills
assessment: Level 3-4
Medical Knowledge Assessments
Creating a Resident Performance ProfileStep 1 – Defining what to track
Case Logs / Clinical Experience (PC)
VAGINAL DELIVERY
CAESAREAN SECTION
PEDIATRICS
PEDIATRICS UNDER 3
CARDIAC
ENDOVASCULAR
Creating a Resident Performance Profile Step 1 – Defining what to track
Quality Improvement/Patient Safety
QI Project
QI Committee Participation
QI Course Work (e.g., IHI)
SAFE Report / Adverse Event Review
Patient Handover Evaluations
Creating a Resident Performance ProfileStep 1 – Defining what to track
Practice-Based Learning
Patient outcomes / Case Study Presentation
Scholarly Activity: Research study
Scholarly Activity: PublicationsPresentation at Internal and National Meeting
Creating a Resident Performance ProfileStep 1 – Defining what to track
Communication
Patient Feedback
Staff Evaluation
Medical Student Feedback
Patient Handover Evaluations
Creating a Resident Performance ProfileStep 1 – Defining what to track
Patient Communication Data – Questions and Scale
19
Resident Assessment
“How well did the resident physician…”
Very Poor Poor Fair Good Very Good N/A
1. Greet you in a way that made you feel comfortable? 1 2 3 4 5 N/A
2. Treat you with respect? 1 2 3 4 5 N/A
3. Show interest in your ideas about your health? 1 2 3 4 5 N/A
4. Understand your main health concerns? 1 2 3 4 5 N/A
5. Pay attention to you (look at you, listen carefully)? 1 2 3 4 5 N/A
6. Let you talk without interruptions? 1 2 3 4 5 N/A
7. Give you as much information as you wanted? 1 2 3 4 5 N/A
8. Talk in terms you could understand? 1 2 3 4 5 N/A
9. Check to be sure you understood everything? 1 2 3 4 5 N/A
10. Encourage you to ask questions? 1 2 3 4 5 N/A
11. Involve you in decisions as much as you wanted? 1 2 3 4 5 N/A
12. Discuss next steps, including any follow-up plans? 1 2 3 4 5 N/A
13. Show care and concern? 1 2 3 4 5 N/A
14. Spent the right amount of time with you? 1 2 3 4 5 N/A
Open-ended questions Open Response
15. What did you like about your resident’s communication?
16. How can this resident improve?
17. Do you have any other comments, questions, or concerns?
Creating a Resident Performance Profile
Step 2 - Link data sources to milestones
Evaluations Milestones
Milestone End of Rotation (Total) 24
Medical Knowledge MK A1
Patient Care PC A1-10
Communication ICS A1-2
Professionalism PROF 1-5
Systems-Based Practice SBP A1-2
Practice-Based Learning PBLI A1-4
Quality Improvement/Patient Safety
QI Project PBLI1-2
QI Committee Participation PBLI1-2
QI Course Work (e.g., IHI) PBLI1-2
SAFE Report / Adverse Event Review PROF1/2; SBP1
Patient Handover Evaluations SBP1; ICS1
Milestone Data Translation to Numerical Data
Creating a Resident Performance Profile
Step 3: CCC defines performance ranges
At or Above Expectation:
2.8 and higher
Below Expectation:
1.7 – 2.7
Remediation:
Below 1.7
Example:
For all aggregate milestone evaluation scores for a PGY 3, the CCC defines these ranges:
Hypothetical CCC Defined Ranges:
Creating a Resident Performance Profile
Step 4 – Set conditional formatting
Example: Aggregate milestone evaluation data cells
Highlight cells to apply the conditional formatting
Creating a Resident Performance Profile
Step 4 – Set conditional formatting
Click on “Conditional Formatting”“Highlight Cells Rules”
Creating a Resident Performance Profile
Step 4 – Set conditional formatting
Select, “Greater Than” “Less Than” or “Between” to Set Value RangesChoose the corresponding fill color (e.g., red, yellow, green)
Creating a Resident Performance Profile
Step 4 – Set conditional formatting
Creating a Resident Performance Profile
Compiling and centralizing data
Resident Performance Profile:
Step 5: Enter in data
Creating a Resident Performance Profile
Visual Trends and Detailed Data
When Remediation is Evident
Employing Resident Management System (RMS)Tools - if
Available to Demonstrate Performance in a Peer Context
• Aggregate reporting and graphic summaries• Peer or departmental average, individual average, minimum and
maximum scores, standard deviation or listing of all scores
What To Do with an Underperforming Resident?
1. Look at your tracker for low scores… probe…
What can you do?
1. Engage the resident at the first sign of troubling results
2. Formulate an action plan (talk with your faculty)
Assign a mentor
Are institutional resources needed (DIO?)
3. PD must commit to close monitoring and follow-up
Case Study #1 (Disclaimer-all names and Depts and
Details have been altered)
• SITUATION:
– Neurosurgery resident
– Low in-service exam scores – 1 %
– Unable to keep up with ‘paper work’ and electronic charting - esp. discharge summaries
– Great interpersonal skills
– Outstanding surgical skills
– Former concert musician
• ACTIONS:
• RESULTS
Case Study #2 - (Disclaimer-all names and Depts and
Details have been altered)
• SITUATION:
– Advanced Radiology Fellow
– Nursing complaints about his responsiveness
– Good clinical skills
– Excellent test scores
– Widely divergent evaluations (Faculty vs Nursing)
• ACTIONS:
• RESULTS
Using other resources to assist in remediation
• Educational testing
• Consultation with appropriate specialists
• Culture and Linguistic Specialists
• Well Being Resources
• Mentors
Electronic Toolbox for You!
http://med.stanford.edu/gme/GME_Community.html
• Our Video on Conditional Formatting
• The Practice Excel File that Accompanies the Video (Refer to tab PGY3 for practice): Resident Performance Profile Tool
Tools Can Be Downloaded @ www.gme.stanford.edu
GME Community Templates