The American Society of Hematology and ASCO Curricular Milestones for Assessment of Fellows in Hematology/Oncology: Development, Reflection, and Next Steps

Epilepsy Milestones 2.0 - An Updated Framework for Assessing Epilepsy Fellowships and Fellows

OBJECTIVE

Accreditation Council for Graduate Medical Education (ACGME) accredited Epilepsy Fellowships like other ACGME accredited training programs use Milestones to establish learning objectives and to evaluate how well trainees are achieving these goals. The ACGME began developing the second iteration of the Milestones six years ago, which are now being adapted to all specialties. Here we describe the process by which Epilepsy Milestones 2.0 were developed and summarize them.

METHODS

A work group of nine board certified, adult and pediatric epileptologists reviewed Epilepsy Milestones 1.0 and revised them using a modified Delphi approach.

RESULTS

The new Milestones share structural changes with all other specialties including a clearer stepwise progression in professional development and the harmonized Milestones that address competencies common to all medical fields. Much of the Epilepsy specific content remains the same, though a major addition is a set of Milestones focused on reading and interpreting electroencephalograms (EEGs), which the old Milestones lacked. Epilepsy Milestones 2.0 includes a Supplemental Guide to help Program Directors implement the new Milestones. Together, Epilepsy Milestones 2.0 and the Supplemental Guide recognize advances in epilepsy including stereo EEG, neurostimulation, genetics, and safety in Epilepsy Monitoring Units.

SIGNIFICANCE

Epilepsy Milestones 2.0 address the shortcomings of the old Milestones and should facilitate the assessment of Epilepsy Fellowships and fellows by Program Directors, faculty, and fellows themselves.

The Role of Integrative Educational Intervention Package (Monthly ITE, Mentoring, Mocked OSCE) in Improving Successfulness for Anesthesiology Residents in the National Board Exam

BACKGROUND

National Board of Anesthesiology (NBA) pass rate is an important and critical step in clinical residency programs.

OBJECTIVES

This study was designed to assess the relationship between an integrative educational intervention (IEI) and the relative annual pass rate (RAPR). RAPR is defined as ratio of NBA pass rate of Shahid Beheshti University of Medical Sciences (SBMU) to the NBA pass rate of all the anesthesiology residency programs across Iran.

METHODS

In a descriptive-analytic retrospective study from 2012 to 2019, RAPR was calculated. IEI was implanted in the latter 4years period of this time interval includes: (1) individualized mentorship for residents by faculty members; (2) monthly in-training examination (ITE) in written; and (3) periodical mocked OSCE exam. Spearman's correlation coefficient was used to assess correlation between integrative educational intervention and RAPR results. P value less than 0.05 was considered statistically significant.

RESULTS

There was a statistically significant relationship between "integrative educational intervention program" and the RAPR results: Spearman's correlation coefficient = 0.655 (P value = 0.039).

CONCLUSIONS

The IEI package of Anesthesiology Department, SBMU showed a significant relationship with improvements in successfulness for anesthesiology residents in the National Board Exam (RAPR trend). More prolonged studies could prevail further aspects of these interventions.