ARE SENIOR MEDICAL STUDENTS PREPARED FOR THE ACGME COMPETENCIES ? STUDENTS’
SELF-ASSESSMENT OF THEIR TEACHING SKILLS
DM Torre, JR Zebrack, J Jevtic, JL Sebastian, D Simpson
Medical College of Wisconsin Milwaukee, WI
Background Methods Results Limitations
•Skills in teaching and self-assessment are •At the end of the OSCE session, all M2 students completed a 12- •Comparison of ratings showed significant differences with higher M2 •Our study cohort consisted exclusively of
included within three ACGME core competencies: item form to evaluate the teaching effectiveness of their M4 student ratings compared to M4 self-assessments in each of the relevant ACGME M2 and M4 students from one institution.
• Interpersonal and Communication Skills preceptor. competency areas
• Professionalism
• Practice-based Learning & Improvement •Using a parallel form that used a 5-point Likert scale (5 = excellent,
ACGME Competency M4 MS2 p-
(facilitate the learning of students and other 1 = poor), M4 students assessed their own teaching skills Teach value
health professionals). immediately after each session
Professionalism
•Teaching opportunities commonly available to Conclusions
fourth-year medical students (M4) • M4 students used a standardized checklist to evaluate the proficiency
Provided constructive feedback without belittling me 4.2 4.9 .001
•Limited opportunities for M4’s to practice self- of M2 students (n = 190) in performing an abdominal, cardiovascular
Practice-based Learning
•In preparation for residency, inclusion of
assessment skills specific to teaching role and chest examination on a standardized patient. Clearly demonstrated skill/procedure to be learned 4.3 4.7 .010 self-assessment activities within a variety of
Took advantage of teaching opportunities 4.5 4.9 .015 instructional venues may help enhance
• After completing the formal checklist, M4’s were instructed to provide students’ proficiency as teachers and
Objectives immediate, formative feedback – “ to coach” -- to each M2.
Clinically competent specific to teaching task 4.1 4.9 .000
physicians.
Effective at my level of knowledge as an instructor (?) 4.2 4.8 .012
•To determine the extent to which high achieving •Consistent with the literature in self-
M4’s accurately self-assess their teaching skills. Communication assessment, high achieving M4 students
underestimated their competence as
•To provide M4’s with an opportunity to increase Communicated expectations/tasks 4.1 4.7 .003
educators
competency re: self assessment of teaching skills Clear and organized 4.2 4.8 .000
Answered questions clearly 4.1 4.9 .000
Self-assessment form
Methods Asked questions clearly 3.9 4.8 .000 Summary
•Thirteen M4 volunteers, all members of local • Medical schools should consider offering 4th
•With respect to overall teaching effectiveness, the M2 evaluations of their
Alpha Omega Alpha Honor Medical Society year medical students opportunity to practice
M4 teachers were significantly higher than the M4 self-assessment ratings
chapter and enhance their teaching skills trough self
•M4’s served as trained evaluators during an Overall teaching effectiveness 4.1 4.9 .000
assessment
objective structured clinical exam (OSCE) Overall Satisfaction with Teaching Session
• the ability to self assess their own teaching
•OSCE administered to all M2’s at the end of I would recommend continuing to use AOA 4.6 4.9 .448
skills is an important goal for senior students
required Introduction to Clinical Examination students as teachers in ICE
in preparation for their role of teachers within
(ICE) Course.
the framework of ACGME competencies