Using Transitional Year Milestones to Assess Graduating Medical Students' Skills During a Capstone Course.

Journal Article (Journal Article)

BACKGROUND: Undergraduate medical education (UME) follows the lead of graduate medical education (GME) in moving to competency-based assessment. The means for and the timing of competency-based assessments in UME are unclear. OBJECTIVE: We explored the feasibility of using the Accreditation Council for Graduate Medical Education Transitional Year (TY) Milestones to assess student performance during a mandatory, fourth-year capstone course. METHODS: Our single institution, observational study involved 99 medical students who completed the course in the spring of 2014. Students' skills were assessed by self, peer, and faculty assessment for 6 existing course activities using the TY Milestones. Evaluation completion rates and mean scores were calculated. RESULTS: Students' mean milestone levels ranged between 2.2 and 3.6 (on a 5-level scoring rubric). Level 3 is the performance expected at the completion of a TY. Students performed highest in breaking bad news and developing a quality improvement project, and lowest in developing a learning plan, working in interdisciplinary teams, and stabilizing acutely ill patients. Evaluation completion rates were low for some evaluations, and precluded use of the data for assessing student performance in the capstone course. Students were less likely to complete separate online evaluations. Faculty were less likely to complete evaluations when activities did not include dedicated time for evaluations. CONCLUSIONS: Assessment of student competence on 9 TY Milestones during a capstone course was useful, but achieving acceptable evaluation completion rates was challenging. Modifications are necessary if milestone scores from a capstone are intended to be used as a handoff between UME and GME.

Full Text

Duke Authors

Cited Authors

  • Clay, AS; Andolsek, K; Grochowski, CO; Engle, DL; Chudgar, SM

Published Date

  • December 2015

Published In

Volume / Issue

  • 7 / 4

Start / End Page

  • 658 - 662

PubMed ID

  • 26692982

Pubmed Central ID

  • PMC4675425

Electronic International Standard Serial Number (EISSN)

  • 1949-8357

Digital Object Identifier (DOI)

  • 10.4300/JGME-D-14-00569.1


  • eng

Conference Location

  • United States