Assessment of Developmental Progress Using an Objective Structured Clinical Examination-Simulation Hybrid Examination for Obstetrics and Gynecology Residents

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• 作者：Abigail Ford Winkel ; MD^* ; ^{abigail.winkel@nyumc.org" class="auth_mail" title="E-mail the corresponding author} ; Colleen Gillespie ; PhD^&dagger ; ; Kristen Uquillas ; MD^&Dagger ; ; Sondra Zabar ; MD^§ ; ; Demian Szyld ; MD^║
• 关键词：clinical competence ; educational assessment ; graduate medical education ; patient simulation
• 刊名：Journal of Surgical Education
• 出版年：2016
• 出版时间：March-April 2016
• 年：2016
• 卷：73
• 期：2
• 页码：230-237
• 全文大小：399 K

文摘

The Test of Integrated Professional Skills (TIPS) is an objective structured clinical examination-simulation hybrid examination that assesses resident integration of technical, cognitive, and affective skills in Obstetrics and Gynecology (OBGYN) residents. The aim of this study was to analyze performance patterns and reactions of residents to the test to understand how it may fit within a comprehensive assessment program.

Design

A retrospective, mixed methods review of the design and implementation of the examination, patterns of performance of trainees at different levels of training, focus group data, and description of use of TIPS results for resident remediation and curriculum development.

Setting

OBGYN residents at New York University Langone Medical Center, a tertiary-care, urban academic health center.

Participants

OBGYN residents in all years of training, postgraduate year-1 through postgraduate year, all residents completing the TIPS examination and consenting to participate in focus groups were included.

Results

In all, 24 residents completed the TIPS examination. Performance on the examination varied widely among individuals at each stage of training, and did not follow developmental trends, except for technical skills. Cronbach α for both standardized patient and faculty ratings ranged from 0.69 to 0.84, suggesting internal consistency. Focus group results indicated that residents respond to the TIPS examination in complex ways, ranging from anxiety about performance to mixed feelings about how to use the data for their learning.

Conclusion

TIPS assesses a range of attributes, and can support both formative and summative evaluation. Lack of clear developmental differences and wide variation in performance by learners at the same level of training support the argument for individualized learning plans and competency-based education.