Professionalism and inter-communication skills (ICS): a multi-site validity study assessing proficiency in core competencies and milestones in medical learners

BMC Medical Education

Thomas E. Belda¹  Anem J. Nawaz²  Anjali Agarwal²  Joshua J. Keith²  Sally Ann L. Pantin²  Thomas A. Waller²  Abd Moain Abu Dabrh³  John Merfeld⁴  Thomas J. Grau⁴  Terri Nordin⁵  Mary Michelle Winscott⁶  Robert P. Bonacci⁷  Kurt B. Angstman⁷  Mohammad Hassan Murad⁸  Lawrence W. Steinkraus⁸ 

[1] Center for Simulation, Mayo Clinic, Rochester, MN, USA;Department of Family Medicine, Mayo Clinic Florida, Jacksonville, FL, USA;Department of Family Medicine, Mayo Clinic Florida, Jacksonville, FL, USA;Integrative Medicine and Health, Department of General Internal Medicine, Mayo clinic, Jacksonville, FL, USA;Department of Family Medicine, Mayo Clinic Health System, La Crosse, WI, USA;Department of Family Medicine, Mayo Clinic health System, Eau Claire, WI, USA;Department of Family Medicine, Mayo Clinic, Phoenix, AZ, USA;Department of Family Medicine, Mayo Clinic, Rochester, MN, USA;Division of Preventive Medicine, Mayo Clinic, Rochester, MN, USA;

关键词: Communication skills;    Professionalism;    Core competencies;    Milestones;    Assessment;    Validity;    InCoPrA;    Medical learners;    Simulation;   

DOI  :  10.1186/s12909-020-02290-3

来源: Springer

【 摘 要 】

BackgroundInterpersonal and Communication Skills (ICS) and Professionalism milestones are challenging to evaluate during medical training. Paucity in proficiency, direction and validity evidence of assessment tools of these milestones warrants further research. We validated the reliability of the previously-piloted Instrument for Communication skills and Professionalism Assessment (InCoPrA) in medical learners.MethodsThis validity approach was guided by the rigorous Kane’s Framework. Faculty-raters and standardized patients (SPs) used their respective InCoPrA sub-component to assess distinctive domains pertinent to ICS and Professionalism through multiple expert-built simulated-scenarios comparable to usual care. Evaluations included; inter-rater reliability of the faculty total score; the correlation between the total score by the SPs; and the average of the total score by two-faculty members. Participants were surveyed regarding acceptability, realism, and applicability of this experience.ResultsEighty trainees and 25 faculty-raters from five medical residency training sites participated. ICC of the total score between faculty-raters was generally moderate (ICC range 0.44–0.58). There was on average a moderate linear relationship between the SPs and faculty total scores (Pearson correlations range 0.23–0.44). Majority of participants ascertained receiving a meaningful, immediate, and comprehensive patient-faculty feedback.ConclusionsThis work substantiated that InCoPrA was a reliable, standardized, evidence-based, and user-friendly assessment tool for ICS and Professionalism milestones. Validating InCoPrA showed generally-moderate agreeability and high acceptability. Using InCoPrA also promoted engaging all stakeholders in medical education and training–faculty, learners, and SPs—using simulation-media as pathway for comprehensive feedback of milestones growth.

【 授权许可】

CC BY