Presentation Description
Holly Caretta-Weyer1
1 Stanford University School of Medicine
1 Stanford University School of Medicine
Background:
CBME is designed to create systems and structures that support a continuum of training and practice rooted in facilitating continuous growth and development and the transparent transmission of assessment data across phases of training. However, residency selection fosters an achievement orientation given the purposes of comparison between applicants, perpetuating discontinuity between phases of training. To address this potential disconnect, we sought to gain a deeper understanding of GME stakeholders’ perspectives on the current UME-GME transition, their desired outcomes for the selection process, and the role of selection within the transition.
CBME is designed to create systems and structures that support a continuum of training and practice rooted in facilitating continuous growth and development and the transparent transmission of assessment data across phases of training. However, residency selection fosters an achievement orientation given the purposes of comparison between applicants, perpetuating discontinuity between phases of training. To address this potential disconnect, we sought to gain a deeper understanding of GME stakeholders’ perspectives on the current UME-GME transition, their desired outcomes for the selection process, and the role of selection within the transition.
Summary of Work:
Semi-structured interviews were conducted with eighteen emergency medicine program directors (PDs) within the US. Participants were asked to describe their goals for the transition to GME training and the current impact of selection within the transition. Data were analyzed using template analysis primed by a prior scoping review and further expanded using thematic analysis.
Semi-structured interviews were conducted with eighteen emergency medicine program directors (PDs) within the US. Participants were asked to describe their goals for the transition to GME training and the current impact of selection within the transition. Data were analyzed using template analysis primed by a prior scoping review and further expanded using thematic analysis.
Results:
Stated priorities in the selection and transition processes centered on alignment with the program, prediction of future performance in residency, ensuring preparedness for residency, and optimizing diversity and equity. However, PDs identified the lack of transparency around assessment data, mistrust between UME and GME, dual-purposing of assessment, lack of competency standards, and the overall lack of control and seeming arbitrariness of the selection process as barriers to achieving their desired outcomes.
Stated priorities in the selection and transition processes centered on alignment with the program, prediction of future performance in residency, ensuring preparedness for residency, and optimizing diversity and equity. However, PDs identified the lack of transparency around assessment data, mistrust between UME and GME, dual-purposing of assessment, lack of competency standards, and the overall lack of control and seeming arbitrariness of the selection process as barriers to achieving their desired outcomes.
Discussion/Conclusions:
The current postgraduate selection process presents significant challenges to the employment and transmission of meaningful assessment data for both growth and selection, optimal preparedness for postgraduate training, and a seamless continuum of training and practice.
Next Steps:
Gaining a deep understanding of the current residency selection process, PDs’ aims in selection, and ways in which to align selection with preparedness for postgraduate training are key. This requires a continued exploration of the connections between assessment, transitions, and selection.
References (maximum three)
Caretta-Weyer HA, Eva KW, Schumacher DJ, Yarris LM, Teunissen PW. Postgraduate Selection in Medical Education: A Scoping Review of Current Priorities and Values. Acad Med. 2023 Aug 1. doi: 10.1097/ACM.0000000000005365. Online ahead of print.PMID: 37556804