The Pediatrics Milestones Assessment Pilot

Patricia J. Hicks, Melissa Margolis, Sue E. Poynter, Christa Chaffinch, Rebecca Tenney-Soeiro, Teri L. Turner, Linda Waggoner-Fountain, Robin Lockridge, Stephen G. Clyman, Alan Schwartz
2016 Academic Medicine  
The Pediatrics Milestone Working Group has written this letter to accompany the attached first iteration of our work. We are anxious to share our work with you, but at the same time feel compelled to point out that what you are about to read is a w ork in progress, a first iteration with many more to come. The Advisory Board* was invaluable in providing guidance, support and wisdom. We gratefully acknowledge the time and ef fort that they contributed to this effort. A special thank you goes to
more » ... isa Johnson who helped us to get our work into an organized document. We also want to acknowledge Beth Fine, a medical editor at the American Board of Pediatrics for the long hours that she spent editing the grammar and style of this work to enhance its readability and clarity. While the Pediatrics Milestone Working Group has spent countless hours searching the literature to inform our process of piecing together the developmental progression of knowledge, skills and attitudes for each sub-competency and then translating this background information into milestones, we recognized the need to further develop this work with the assistance of experts. We gratefully acknowledge the input of these experts (see below); their insights strengthened our work and enhanced its credibility. For the sake of our learners and our patients we are committed to "getting this right" in the hope that we will make assessment of and feedback to individual trainees more meaningful. In turn, we anticipate that more meaningful aggregate data about trainees will improve the ability to evaluate and improve our programs. The Working Group is counting on the Pediatrics community to remain involved and invested in the work that is to come. We appreciate the thoughtful feedback that we have received from the membership of the Association of Pediatric Program Directors (APPD) along the way, specifically as it relates to making the sub-competencies of personal and professional development explicit. It is essential that we now review and critique this product, to learn what works and what doesn't. The leadership of the APPD is poised to help set up c ollaborative networks, through APPD's Longitudinal Educational Assessment Research Network (LEARN), to organize and institute rigorous processes to engage the community in studying these milestones. The Initiative for Innovation in Pediatric Education and APPD LEARN will work collaboratively to develop projects that will allow APPD members to participate in studying educational innovations, the Pediatric Milestones presenting rich opportunities for such an adventure! Ideally we will get all pediatric residency programs participating in at least one research collaborative. A formal and organized process will allow us to advance with efficiency and efficacy in our improvement efforts and ultimately achieve our goal of linking educational and patient care outcomes. Realizing that GME is one piece of the continuum, we look forward to partnering with our colleagues who focus on undergraduate medical education, fellowship training, and maintenance of certification to study milestones in these contexts. We hope that those outside the specialty of pediatrics, who read this document, will find it helpful as you continue conversations about how to make competency-based education and as sessment more meaningful in the context of your specialty. More specifically, we hope you will find applicability to your specialty in the core competencies of professionalism, interpersonal and communication skills, practicebased learning and improvement and s ystems-based practice. Should you choose to build on what we have developed, we will learn from your adaptations of this work as well as from your creative thinking about how to address milestones in your own specialty. This letter is intended to be the beginning of that ongoing dialogue. Sincerely,
doi:10.1097/acm.0000000000001057 pmid:26735520 fatcat:vqxoadv6xjgq3lcl3ngyzadxhi