Publications
Abstracts for research papers, reports, and commentaries that are supported in part or in full by the ABP or ABP Foundation or on which ABP staff serve as authors – and have been published in major journals – are provided below.
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Purpose
To report on the development of content and user feedback regarding the assessment process and utility of the workplace-based assessment instruments of the Pediatrics Milestones Assessment Pilot (PMAP).
Method
One multisource feedback instrument and two structured clinical observation instruments were developed and refined by experts in pediatrics and assessment to provide evidence for nine competencies based on the Pediatrics Milestones (PMs) and chosen to inform residency program faculty decisions about learners’ readiness to...
To address the long-standing challenge of meaningful trainee assessment, the authors reviewed and expanded on the Accountable Assessment for Quality Care and Supervision (AAQCS) equation. The equation proposes that care quality is the product of the interaction between trainee performance (measured by workplace assessment) and supervision (required level of intervention to ensure care quality) in the context of the environment where the care occurs: Trainee performance × Appropriate supervision = Safe, effective patient-centered care. Assessing trainee performance and matching that...
Currently, no standard defines the clinical skills that medical students must demonstrate upon graduation. The Liaison Committee on Medical Education bases its standards on required subject matter and student experiences rather than on observable educational outcomes. The absence of such established outcomes for MD graduates contributes to the gap between program directors’ expectations and new residents’ performance.
In response, in 2013, the Association of American Medical Colleges convened a panel of experts from undergraduate and graduate medical education to define the...
Purpose
To report findings from a national effort initiated by three primary care certifying boards to catalyze change in primary care training.
Method
In this mixed-method pilot study (2012–2014), 36 faculty in 12 primary care residencies (family medicine, internal medicine, pediatrics) from four institutions participated in a professional development program designed to prepare faculty to accelerate change in primary care residency training by uniting them in a common mission to create effective...
A recent US National Institutes of Health (NIH) advisory1 to its director raises alarm about the future of the physician-scientist, a concern that other articles have noted as well.2,3 The shrinking NIH budget (in real terms) is a well-known barrier to the careers of young investigators, and pediatricians have not been immune. Indeed, the rates of NIH grant awards to departments of pediatrics have declined from 23.8% to 16.8% during the past decade.4 Because the NIH advisory also criticized the certifying boards for not doing enough to support the physician-scientist...
