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The article discusses the competency-based medical education (CBME) program for physicians in the U.S. It states that it is an attractive option for the residency program and the resident. It notes that the program requires demonstration of mastery in targeted domain supported by criterion-reference and objective performance-based analysis. It mentions that transitioning to the CBME program will take a number of years.

The article discusses the advantages of simulation-based training on medical procedures at the task, clinical and environmental levels. It is asserted that simulation enables mastery prior to actual application and enables team members to practice together using various clinical scenarios. Tools may be inanimate or computer-driven and tasks that may be simulated include minimally invasive surgery, intravenous insertion and laparoscopic camera navigation. The need to adapt the leadership style and training approach to the type of team is also cited.

Context The term ‘validity’ is used pervasively in medical education, especially as it relates to curriculum, assessment, measurement and instrumentation. Exactly what is meant by the term ‘validity’ in the medical education literature is not always clearly defined. Objectives This study attempts to clarify, conceptualise and classify how validity fits within the context of assessment and to provide a framework for medical educators to determine the type and degree of validity evidence required for their specific assessment and evaluation needs. Methods We apply a structure for considering validity, and its association with validation, in medical education. We build this discussion around the use of simulation in medical training because of its rapid growth as a foundation for numeric measurement of performance in the development of clinical skills and reasoning. We explain why validity is inextricably tied to the assessment process in both simulation-based medical training and traditional medical education. Results This logical framework structures the type and degree of validity evidence for various assessment and evaluation needs. We also provide an example for medical educators to reference and follow in collecting and reviewing their own needs for validity evidence in all aspects of medical education. Conclusions Assessment is integral to measurement and decision making in medical education. The implications of assessment results are variably dependent on the inferences and decisions made from them. As such, validity evidence is critical, but is also flexibly tied to those decisions and not all assessments require the same degree of validity rigor. The framework described herein reinforces a model for medical educators to use in developing their assessment and evaluation needs and associated requirements for validity evidence. [ABSTRACT FROM AUTHOR]

Objectives There is growing appreciation of the value of early preparation of future medical educators. Staff development programmes, conferences and workshops pertaining to the training of educators may be crucial to the pursuit of a school’s larger educational mission to educate students, doctors and scholars and to provide comprehensive knowledge, research, patient care and service. This study examined the efficacy of a 1-week educational intervention aimed at preparing medical students to become effective doctor educators by building skills early in their careers. The study asked whether participation in a 5-day teacher training programme led to increased knowledge of instructional methods, more favourable attitudes towards teaching, and the integration of structured instructional design methods in a student-developed teaching project. Methods A mixed methods research design was employed with quantitative data captured through pre- and post-test inventories, qualitative components captured through written comments, and a 2-year post-intervention survey. Quantitative analyses included pre-/post-intervention repeated measures with calculated effect sizes. Qualitative analysis was conducted using constant comparative methods. Results Subjects demonstrated improved content knowledge and more positive attitudes towards motivation, teaching confidence, teacher roles, varied pedagogy, and use of assessment, instructional planning, and evaluation. Subjects were able to incorporate the programme’s teaching theory and methods into their teaching projects and assessment of peers’ and others’ teaching in their own institutions 2 years post-training. Conclusions This study demonstrates that a well-designed programme for teacher preparation can be pedagogically effective for training medical students to become better educators and that this learning can be incorporated into long-term practice. [ABSTRACT FROM AUTHOR]

The article discusses the administration of a multiple-choice question (MCQ) examination and survey to first year postgraduate trainees during hospital orientation to assess their knowledge and educational exposure. The findings regarding knowledge of patient safety include 86.2% percent of first year trainees from 69 U.S. schools received patient safety training in medical school. It concludes the need to reinforce knowledge about how to identify and manage material for postgraduate doctors.

Abstract: Background: This study compares a laparoscopic skill training protocol without proficiency targets to the same protocol with explicit targets and notification of progress. Methods: Fourteen surgery interns were randomized into 2 groups. The intervention group received task-specific proficiency criteria to guide practice. The control group did not. After training, participants were evaluated by blinded faculty during laparoscopic cholecystectomy. Results: The control group met significantly fewer of the 7 LapSim (Surgical Science Sweden AB, Gotëborg) targets (mean = 1.14) than the intervention group (mean = 7.00; P = .001) and significantly fewer of the 5 video trainer targets (mean = .86) than the intervention group (mean = 5.00; P = .001). Ratings of depth perception, bimanual dexterity, efficiency, tissue handling, autonomy, and overall competence were higher for the intervention group. Effect sizes ranged from medium to large (.394–.981), indicating an impact of the proficiency-based training protocol. Conclusions: Delineation of proficiency targets with reporting of progress improves interns'' practice results, and appears to have a positive effect on their early operating room (OR) performance of laparoscopic cholecystectomy. [Copyright &y& Elsevier]