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Medical Science Educator

, Volume 28, Issue 2, pp 375–380 | Cite as

Program Directors’ Perceptions of a Post-Match Competency Handover Between Medical School and Residency

  • Helen K. Morgan
  • Jocelyn Schiller
  • Sally Santen
  • Maya Hammoud
  • Lauren Wancata
  • Rajesh Mangrulkar
  • Paula Ross
  • Diana Curran
  • Cemal B. Sozener
  • David Hughes
Original Research

Abstract

Background

An educational handover at the completion of medical school that transmits competency information about individual learners has been proposed as a means for improving the sub-optimal communication between medical school and residency. The authors created an Accreditation Council for Graduate Medical Education (ACGME) milestones handover (MH) for graduating medical students entering surgery, pediatrics, and OBGYN residencies utilizing assessments primarily from residency preparatory courses. This pilot study investigated residency program directors’ (PDs) perspectives on the potential utility of the MH.

Methods

The authors mapped medical school assessment data to the specialty-specific ACGME level one milestones for 39 graduating medical students. The MH reported whether the student had met the level one milestone competencies. After the residency match, the MH was sent to PDs with an electronic survey asking about their perceptions of the handover.

Results

The MHs reported level one competency determinations for most of the ACGME milestones (12 of 16 for surgery, 26 of 28 for OBGYN, and 18 of 21 milestones for pediatrics). Of the 38 surveyed PDs, 25 (66%) responded. PDs reported that the MH provided better level one competency information for new trainees compared to the Medical Student Performance Evaluation [Likert score 2.07 (SD 1.16) vs. 3.67 (SD 1.14), P < 0.05] however did not feel that it was superior in describing the attributes of a new intern [Likert score 3.32 (SD 0.95) vs. 3.68 (SD 0.95), P = 0.09].

Conclusions

This preliminary data suggests that the MH could be a potentially useful tool. Further work will need to expand these efforts to improve the generalizability and validity evidence of a competency-based educational handover between medical school and residency.

Keywords

Assessment Milestones Competencies Handover Residency Program director 

Notes

Acknowledgments

The authors wish to thank Ms. Sarah Block for her assistance with manuscript review and preparation.

Compliance with Ethical Standards

All students participating in the RPCs provided written consent for the MHs to be sent to their future PDs. This project received exempt status from the University of Michigan Institutional Review Board.

Conflict of Interest

Dr. Santen, Dr., Mangrulkar, and Dr. Morgan have all been primary investigators of the AMA Accelerating Change in Medical Education Grant. All other authors declare that they have no conflicts of interest.

Supplementary material

40670_2018_560_MOESM1_ESM.docx (14 kb)
Appendix 1 (DOCX 13 kb)
40670_2018_560_MOESM2_ESM.docx (57 kb)
Appendix 2 (DOCX 57 kb)

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Copyright information

© International Association of Medical Science Educators 2018

Authors and Affiliations

  • Helen K. Morgan
    • 1
    • 2
  • Jocelyn Schiller
    • 3
  • Sally Santen
    • 2
    • 4
  • Maya Hammoud
    • 1
    • 2
  • Lauren Wancata
    • 6
  • Rajesh Mangrulkar
    • 2
    • 5
  • Paula Ross
    • 2
  • Diana Curran
    • 1
  • Cemal B. Sozener
    • 4
  • David Hughes
    • 6
  1. 1.Department of Obstetrics and GynecologyUniversity of MichiganAnn ArborUSA
  2. 2.Department of Learning Health SciencesUniversity of Michigan Medical SchoolAnn ArborUSA
  3. 3.Department of PediatricsUniversity of MichiganAnn ArborUSA
  4. 4.Department of Emergency MedicineUniversity of MichiganAnn ArborUSA
  5. 5.Department of Internal MedicineUniversity of MichiganAnn ArborUSA
  6. 6.Department of SurgeryUniversity of MichiganAnn ArborUSA

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