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Benchmarks for Resident Performance. Susan Baillie, PhD Director, GME Program Directors’ Conference David Geffen School of Medicine at UCLA May 14, 2010. Do you feel comfortable that your program has specific performance benchmarks in each competency area and for level of training?.
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Benchmarks for Resident Performance Susan Baillie, PhD • Director, GME • Program Directors’ Conference • David Geffen School of Medicine at UCLA • May 14, 2010
Do you feel comfortable that your program has specific performance benchmarks in each competency area and for level of training? Very comfortable! We’ve got this covered! Somewhat comfortable… we’re having these discussions as required, but we’re not sure that we’re doing it as often as required. Not very comfortable… we try to have these discussions with some key faculty members, but I’m not sure it’s as formalized and as frequent as required. D. Not comfortable at all…. SOS! 2
What strategies do you have to meet the ACGME requirement of getting key faculty agreement on performance criteria and how to assess these? • Meet frequently (more than three times a year) with key faculty to discuss performance criteria and assessment benchmarks? • Yearly meeting with key faculty to discuss performance criteria and assessment benchmarks? • Most of the work is done by the program director and associate program director then shared with faculty at a meeting. • We are still working on performance criteria, the ACGME expects a lot. Any suggestions will be helpful!
ACGME Initiatives:Specialty-specific Milestones • Responding to a greater emphasis on, and need to include better defined outcomes in accreditation, the ACGME, together with specialty boards, has initiated the process of looking at essential achievement milestones. • Milestones are markers (benchmarks or thresholds that are determined by each specialty. Expectation is that resident performance along these benchmarks is monitored by specific periods of time and level of training.
What can a program do to address benchmarks for a resident? • Examine the objectives for the resident rotations and the methods being used for assessment of the objectives. • Discuss with core faculty the performance expectations for each rotation and level of training. • Establish a benchmark for performance for level of training.
What does this mean for your program? Resident______________________________Level___________ ACGME Milestones Time Frame Assessment Benchmark Competency (your objectives) Tool Medical Knowledge Basic Standardized Understanding PGY 1 Exam 22 percentile Attending Assessments Inservice PGY 1 Direct 6.7 average Rotation Observation 9 pt. scale
Why Benchmarks • Help in determining whether residents are meeting desired outcomes which is an ACGME requirement • Performance criteria determined by core faculty • Provide residents with performance expectations • Focus assessment of residents on defined objectives • Provide clearer basis for definition of deficiencies and remediation
Scholarly Activity Expectations/Benchmarks • The RRC has provided a white paper on Scholarly Activity which can be found at: http://www.acgme.org/acWebsite/navPages/nav_440.asp • The white paper provides a clear description of the Committee’s expectation of a program’s Faculty and Resident Scholarly Activity. Revised Program Information Forms have been posted with additional sections that request information on Scholarly Activity for residents and faculty.
