TY - JOUR
T1 - Professionalism and inter-communication skills (ICS)
T2 - a multi-site validity study assessing proficiency in core competencies and milestones in medical learners
AU - Abu Dabrh, Abd Moain
AU - Waller, Thomas A.
AU - Bonacci, Robert P.
AU - Nawaz, Anem J.
AU - Keith, Joshua J.
AU - Agarwal, Anjali
AU - Merfeld, John
AU - Nordin, Terri
AU - Winscott, Mary Michelle
AU - Belda, Thomas E.
AU - Murad, Mohammad Hassan
AU - Pantin, Sally Ann L.
AU - Steinkraus, Lawrence W.
AU - Grau, Thomas J.
AU - Angstman, Kurt B.
N1 - Funding Information:
This work was supported by the Endowment for Education Research Awards from the Office of Applied Scholarship and Education Science (OASES) at Mayo Clinic. Acknowledgements
Funding Information:
The authors would like to express their gratitude for the support provided by all staff at the participating Simulation Centers and the administrative staff at the participating residency programs at Mayo Clinic in Jacksonville, FL; Rochester, MN; La Crosse, WI; and Phoenix and Scottsdale, AZ, for their incredible efforts and help to make this study possible.
Publisher Copyright:
© 2020, The Author(s).
PY - 2020/12/1
Y1 - 2020/12/1
N2 - Background: Interpersonal 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. Methods: This 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. Results: Eighty 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. Conclusions: This 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.
AB - Background: Interpersonal 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. Methods: This 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. Results: Eighty 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. Conclusions: This 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.
KW - Assessment
KW - Communication skills
KW - Core competencies
KW - InCoPrA
KW - Medical learners
KW - Milestones
KW - Professionalism
KW - Simulation
KW - Validity
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U2 - 10.1186/s12909-020-02290-3
DO - 10.1186/s12909-020-02290-3
M3 - Article
C2 - 33054797
AN - SCOPUS:85092672785
SN - 1472-6920
VL - 20
JO - BMC medical education
JF - BMC medical education
IS - 1
M1 - 362
ER -