Best Approaches to Evaluation and Feedback in Post-Graduate Medical Education
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EDUCATION (G BADALATO, SECTION EDITOR)
Best Approaches to Evaluation and Feedback in Post-Graduate Medical Education Sara Q. Perkins 1 & Ali Dabaja 1 & Humphrey Atiemo 1
# Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Purpose of Review The objectives of this literature review are to appraise current approaches and assess new technologies that have been utilized for evaluation and feedback of residents, with focus on surgical trainees. Recent Findings In 1999, the Accreditation Council for Graduate Medical Education introduced the Milestone system as a tool for summative evaluation. The organization allows individual program autonomy on how evaluation and feedback are performed. In the past, questionnaire evaluations and informal verbal feedback were employed. However, with the advent of technology, they have taken a different shape in the form of crowdsourcing, mobile platforms, and simulation. Limited data is available on new methods but studies show promise citing low cost and positive impact on resident education. Summary No one “best approach” exists for evaluation and feedback. However, it is apparent that a multimodal approach that is based on the ACGME Milestones can be effective and aid in guiding programs. Keywords Formative evaluation . Summative evaluation . Feedback . Medical education . Technology . Best practices
Introduction Assessing residents’ competency at the national board certification level relies heavily on oral and written examinations; however, this process does not assess the ability to perform procedures, technical skill, or interpersonal communication style in critical situations [1]. Therefore, evaluation of performance as a clinician and technician in these areas are the responsibility of residency programs. Evaluation describes the determination of the value or quality of something or someone [2]. In graduate medical education, it often refers to the gathering of information about what the learner should know, be able to do, or what they should work towards, and is associated with measurements [3]. Two types of evaluation exist, formative and summative. Formative evaluation is used to identify areas for improvement, refine goals, and evolve strategies for achieving them [3, 4]. Summative evaluation is often more formal, it is used to assess whether the results of This article is part of the Topical Collection on Education * Humphrey Atiemo [email protected] 1
Henry Ford Health System, 2799 W Grand Blvd, K9, Detroit, MI 48202, USA
the object being evaluated met the stated goal, and it tends to be more numeric and quantified [3, 4]. To build on evaluation, feedback is often utilized. Feedback is the transmission of an evaluation or corrective information about an action, event, or process to the original performing source [5]. In order to have appropriate feedback, it must be based on an accurate evaluation [3, 6]. Evaluation and feedback are intimately related although they are separate entities. Both are important factors in medical education as the
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