May 19, 2015 8:00 AM – 9:30 AM
Sandra Yingling, PhD, Lucy Y. Chang, MD, MS, Linda R. Tewksbury, MD, Harris Burstin, MD, Martin V. Pusic, MD, PhD, Sabrina Lee, MPA, Rhonda G. Acholonu, MD
Institute for Innovations in Medical Education, NYU School of Medicine
Background: The LCME requires that all students receive mid-clerkship clinical skills feedback. Few studies compare pediatric faculty assessment to student self-assessment at this juncture of training.
Objective: To determine feasibility of using an iPad app to compare student and preceptor ratings of student clinical skills at pediatric clerkship mid-point, and to measure concordance of student-preceptor ratings.
Methods and Results: Using a custom-designed iPad application (PRIMES), students and preceptors rated Professionalism, Reporting, Interpreting, Managing, Educating and Procedural Skills on a 4-point scale with behavioral anchors. The app displays the two sets of ratings, facilitating discussion of student’s individualized learning plan. 73/86 (85%) of student-preceptor pairs completed PRIMES ratings over four clerkship rotations. On average, ratings were in agreement 60% of the time (over 60%: Professionalism, Reporting, Interpreting). Discordant Professionalism ratings: students self-rated higher than preceptor ratings (83%). Discordant Interpreting ratings: students self-rated lower than preceptor ratings (70%).
Discussion: The app incorporated student self-assessment into formative pediatric mid-clerkship feedback. Students and preceptors tended to agree on Professionalism, Reporting and Interpreting ratings. Further research: Does student-preceptor rating increase meaningful feedback and improve clinical skills?