Assessing Residents' Competency at Baseline: How Much Does the Medical School Matter?

Nathan S. Gollehon, R. Brent Stansfield, Larry D. Gruppen, Lisa Colletti, Hilary Haftel, James O. Woolliscroft, Monica L. Lypson

Research output: Contribution to journalArticle

Abstract

CONCLUSIONS : The results show that residents' medical school of origin is weakly associated with clinical competency, highlighting a potential source of variability in undergraduate medical education. The practical significance of these findings needs further evaluation.

RESULTS : Medical school predicted the following amounts of variance in performance-data gathering scores: 1.67% (95% confidence interval [CI] 0.36-2.93); assessment scores: 4.93% (95% CI 1.84-6.00); teamwork scores: 0.80% (95% CI 0.00-1.82); communication scores: 2.37% (95% CI 0.66-3.83); and overall POA scores: 4.19% (95% CI 1.59-5.35).

BACKGROUND : Although there is some consensus about the competencies needed to enter residency, the actual skills of graduating medical students may not meet expectations. In addition, little is known about the association between undergraduate medical education and clinical performance at entry into and during residency.

OBJECTIVE : We explored the association between medical school of origin and clinical performance using a multi-station objective structured clinical examination for incoming residents at the University of Michigan Health System.

METHODS : Prior to assuming clinical duties, all first-year residents at the University of Michigan Health System participate in the Postgraduate Orientation Assessment (POA). This assesses competencies needed during the first months of residency. Performance data for 1795 residents were collected between 2002 and 2012. We estimated POA variance by medical school using linear mixed models.

Original languageEnglish (US)
Pages (from-to)616-621
Number of pages6
JournalJournal of graduate medical education
Volume9
Issue number5
DOIs
StatePublished - Oct 1 2017

Fingerprint

Medical Schools
Confidence Intervals
Internship and Residency
Undergraduate Medical Education
Clinical Competence
Health
Medical Students
Linear Models
Consensus
Communication

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Gollehon, N. S., Stansfield, R. B., Gruppen, L. D., Colletti, L., Haftel, H., Woolliscroft, J. O., & Lypson, M. L. (2017). Assessing Residents' Competency at Baseline: How Much Does the Medical School Matter? Journal of graduate medical education, 9(5), 616-621. https://doi.org/10.4300/JGME-D-17-00024.1

Assessing Residents' Competency at Baseline : How Much Does the Medical School Matter? / Gollehon, Nathan S.; Stansfield, R. Brent; Gruppen, Larry D.; Colletti, Lisa; Haftel, Hilary; Woolliscroft, James O.; Lypson, Monica L.

In: Journal of graduate medical education, Vol. 9, No. 5, 01.10.2017, p. 616-621.

Research output: Contribution to journalArticle

Gollehon, NS, Stansfield, RB, Gruppen, LD, Colletti, L, Haftel, H, Woolliscroft, JO & Lypson, ML 2017, 'Assessing Residents' Competency at Baseline: How Much Does the Medical School Matter?', Journal of graduate medical education, vol. 9, no. 5, pp. 616-621. https://doi.org/10.4300/JGME-D-17-00024.1
Gollehon, Nathan S. ; Stansfield, R. Brent ; Gruppen, Larry D. ; Colletti, Lisa ; Haftel, Hilary ; Woolliscroft, James O. ; Lypson, Monica L. / Assessing Residents' Competency at Baseline : How Much Does the Medical School Matter?. In: Journal of graduate medical education. 2017 ; Vol. 9, No. 5. pp. 616-621.
@article{e3735a61ea724ac58e0b069c7abae1d2,
title = "Assessing Residents' Competency at Baseline: How Much Does the Medical School Matter?",
abstract = "CONCLUSIONS : The results show that residents' medical school of origin is weakly associated with clinical competency, highlighting a potential source of variability in undergraduate medical education. The practical significance of these findings needs further evaluation.RESULTS : Medical school predicted the following amounts of variance in performance-data gathering scores: 1.67{\%} (95{\%} confidence interval [CI] 0.36-2.93); assessment scores: 4.93{\%} (95{\%} CI 1.84-6.00); teamwork scores: 0.80{\%} (95{\%} CI 0.00-1.82); communication scores: 2.37{\%} (95{\%} CI 0.66-3.83); and overall POA scores: 4.19{\%} (95{\%} CI 1.59-5.35).BACKGROUND : Although there is some consensus about the competencies needed to enter residency, the actual skills of graduating medical students may not meet expectations. In addition, little is known about the association between undergraduate medical education and clinical performance at entry into and during residency.OBJECTIVE : We explored the association between medical school of origin and clinical performance using a multi-station objective structured clinical examination for incoming residents at the University of Michigan Health System.METHODS : Prior to assuming clinical duties, all first-year residents at the University of Michigan Health System participate in the Postgraduate Orientation Assessment (POA). This assesses competencies needed during the first months of residency. Performance data for 1795 residents were collected between 2002 and 2012. We estimated POA variance by medical school using linear mixed models.",
author = "Gollehon, {Nathan S.} and Stansfield, {R. Brent} and Gruppen, {Larry D.} and Lisa Colletti and Hilary Haftel and Woolliscroft, {James O.} and Lypson, {Monica L.}",
year = "2017",
month = "10",
day = "1",
doi = "10.4300/JGME-D-17-00024.1",
language = "English (US)",
volume = "9",
pages = "616--621",
journal = "Journal of graduate medical education",
issn = "1949-8349",
publisher = "University of Finance and Management",
number = "5",

}

TY - JOUR

T1 - Assessing Residents' Competency at Baseline

T2 - How Much Does the Medical School Matter?

AU - Gollehon, Nathan S.

AU - Stansfield, R. Brent

AU - Gruppen, Larry D.

AU - Colletti, Lisa

AU - Haftel, Hilary

AU - Woolliscroft, James O.

AU - Lypson, Monica L.

PY - 2017/10/1

Y1 - 2017/10/1

N2 - CONCLUSIONS : The results show that residents' medical school of origin is weakly associated with clinical competency, highlighting a potential source of variability in undergraduate medical education. The practical significance of these findings needs further evaluation.RESULTS : Medical school predicted the following amounts of variance in performance-data gathering scores: 1.67% (95% confidence interval [CI] 0.36-2.93); assessment scores: 4.93% (95% CI 1.84-6.00); teamwork scores: 0.80% (95% CI 0.00-1.82); communication scores: 2.37% (95% CI 0.66-3.83); and overall POA scores: 4.19% (95% CI 1.59-5.35).BACKGROUND : Although there is some consensus about the competencies needed to enter residency, the actual skills of graduating medical students may not meet expectations. In addition, little is known about the association between undergraduate medical education and clinical performance at entry into and during residency.OBJECTIVE : We explored the association between medical school of origin and clinical performance using a multi-station objective structured clinical examination for incoming residents at the University of Michigan Health System.METHODS : Prior to assuming clinical duties, all first-year residents at the University of Michigan Health System participate in the Postgraduate Orientation Assessment (POA). This assesses competencies needed during the first months of residency. Performance data for 1795 residents were collected between 2002 and 2012. We estimated POA variance by medical school using linear mixed models.

AB - CONCLUSIONS : The results show that residents' medical school of origin is weakly associated with clinical competency, highlighting a potential source of variability in undergraduate medical education. The practical significance of these findings needs further evaluation.RESULTS : Medical school predicted the following amounts of variance in performance-data gathering scores: 1.67% (95% confidence interval [CI] 0.36-2.93); assessment scores: 4.93% (95% CI 1.84-6.00); teamwork scores: 0.80% (95% CI 0.00-1.82); communication scores: 2.37% (95% CI 0.66-3.83); and overall POA scores: 4.19% (95% CI 1.59-5.35).BACKGROUND : Although there is some consensus about the competencies needed to enter residency, the actual skills of graduating medical students may not meet expectations. In addition, little is known about the association between undergraduate medical education and clinical performance at entry into and during residency.OBJECTIVE : We explored the association between medical school of origin and clinical performance using a multi-station objective structured clinical examination for incoming residents at the University of Michigan Health System.METHODS : Prior to assuming clinical duties, all first-year residents at the University of Michigan Health System participate in the Postgraduate Orientation Assessment (POA). This assesses competencies needed during the first months of residency. Performance data for 1795 residents were collected between 2002 and 2012. We estimated POA variance by medical school using linear mixed models.

UR - http://www.scopus.com/inward/record.url?scp=85043502633&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85043502633&partnerID=8YFLogxK

U2 - 10.4300/JGME-D-17-00024.1

DO - 10.4300/JGME-D-17-00024.1

M3 - Article

C2 - 29075383

AN - SCOPUS:85043502633

VL - 9

SP - 616

EP - 621

JO - Journal of graduate medical education

JF - Journal of graduate medical education

SN - 1949-8349

IS - 5

ER -