Simulation-Based Assessments and Graduating Neurology Residents’ Milestones: Status Epilepticus Milestones

Yara Mikhaeil-Demo*, Eric Holmboe, Elizabeth E. Gerard, Diane B. Wayne, Elaine R. Cohen, Kenji Yamazaki, Jessica W. Templer, Danny Bega, George W. Culler, Amar B. Bhatt, Neelofer Shafi, Jeffrey H. Barsuk

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Background The American Board of Psychiatry and Neurology and the Accreditation Council for Graduate Medical Education (ACGME) developed Milestones that provide a framework for residents’ assessment. However, Milestones do not provide a description for how programs should perform assessments. Objectives We evaluated graduating residents’ status epilepticus (SE) identification and management skills and how they correlate with ACGME Milestones reported for epilepsy and management/treatment by their program’s clinical competency committee (CCC). Methods We performed a cohort study of graduating neurology residents from 3 academic medical centers in Chicago in 2018. We evaluated residents’ skills identifying and managing SE using a simulation-based assessment (26-item checklist). Simulation-based assessment scores were compared to experience (number of SE cases each resident reported identifying and managing during residency), self-confidence in identifying and managing these cases, and their end of residency Milestones assigned by a CCC based on end-of-rotation evaluations. Results Sixteen of 21 (76%) eligible residents participated in the study. Average SE checklist score was 15.6 of 26 checklist items correct (60%, SD 12.2%). There were no significant correlations between resident checklist performance and experience or self-confidence. The average participant’s level of Milestone for epilepsy and management/treatment was high at 4.3 of 5 (SD 0.4) and 4.4 of 5 (SD 0.4), respectively. There were no significant associations between checklist skills performance and level of Milestone assigned. Conclusions Simulated SE skills performance of graduating neurology residents was poor. Our study suggests that end-of-rotation evaluations alone are inadequate for assigning Milestones for high-stakes clinical skills such as identification and management of SE.

Original languageEnglish (US)
Pages (from-to)223-230
Number of pages8
JournalJournal of graduate medical education
Volume13
Issue number2
DOIs
StatePublished - Apr 2021

ASJC Scopus subject areas

  • General Medicine

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