Claire Touchie

Entrustment Decision Making in Clinical Training

The decision to trust a medical trainee with the critical responsibility to care for a patient is fundamental to clinical training. When carefully and deliberately made, such decisions can serve as significant stimuli for learning and also shape the assessment of trainees. Holding back entrustment decisions too much may hamper the trainee’s development toward unsupervised practice. When carelessly made, however, they jeopardize patient safety. Entrustment decision-making processes, therefore, deserve careful analysis. Members (including the authors) of the International Competency-Based Medical Education Collaborative conducted a content analysis of the entrustment decision-making process in health care training during a two-day summit in September 2013 and subsequently reviewed the pertinent literature to arrive at a description of the critical features of this process, which informs this article. The authors discuss theoretical backgrounds and terminology of trust and entrustment in the clinical workplace. The competency-based movement and the introduction of entrustable professional activities force educators to rethink the grounds for assessment in the workplace. Anticipating a decision to grant autonomy at a designated level of supervision appears to align better with health care practice than do most current assessment practices. The authors distinguish different modes of trust and entrustment decisions and elaborate five categories, each with related factors, that determine when decisions to trust trainees are made: the trainee, supervisor, situation, task, and the relationship between trainee and supervisor. The authors’ aim in this article is to lay a theoretical foundation for a new approach to workplace training and assessment.

Spontaneous tumour lysis syndrome

A 76-year-old man presented to the emergency department with a three-week history of nausea, vomiting, diarrhea and decreased appetite. He had lost 13.6 kg during this period. He denied any fevers or sweats. He had a left shoulder replacement three months before presentation and subsequently noticed

A Comparison of Physician Examiners and Trained Assessors in a High-stakes Osce Setting

Background The Medical Council of Canada (MCC) administers an objective structured clinical examination for licensure. Traditionally, physician examiners (PE) have evaluated these examinees. Recruitment of physicians is becoming more difficult. Determining if alternate scorers can be used is of increasing importance. Method In 2003, the MCC ran a study using trained assessors (TA) simultaneously with PEs. Four examination centers and three history-taking stations were selected. Health care workers were recruited as the TAs. Results A 3 × 2 × 4 mixed analyses of variance indicated no significant difference between scorers (F1,462 = .01, p = .94). There were significant interaction effects, which were, localized to site 1/station 3, site 3/station 2, and site 4/station1. Pass/fail decisions would have misclassified 14.4–25.01% of examinees. Conclusion Trained assessors may be a valid alternative to PE for completing checklists in history-taking stations, but their role in completing global ratings is not supported by this study.

Progress testing: is there a role for the OSCE?

The shift from a time‐based to a competency‐based framework in medical education has created a need for frequent formative assessments. Many educational programmes use some form of written progress test to identify areas of strength and weakness and to promote continuous improvement in their learners. However, the role of performance‐based assessments, such as objective structured clinical examinations (OSCEs), in progress testing remains unclear.

Core principles of assessment in competency-based medical education

Abstract The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop faculty competence in assessment; and to ensure that relationships between the givers and receivers of feedback are appropriate. This paper describes the core principles of assessment for learning and assessment of learning. It addresses several ways to ensure the effectiveness of assessment programs, including using the right combination of assessment methods and conducting careful assessor selection and training. It provides a reconceptualization of the role of psychometrics and articulates the importance of a group process in determining trainees’ progress. In addition, it notes that, to reach its potential as a driver in trainee development, quality care, and patient safety, CBME requires effective information management and documentation as well as ongoing consideration of ways to improve the assessment system.

Teaching the musculoskeletal examination: are patient educators as effective as rheumatology faculty?

Background: Effective education of clinical skills is essential if doctors are to meet the needs of patients with rheumatic disease, but shrinking faculty numbers has made clinical teaching difficult. A solution to this problem is to utilize patient educators. Purpose: This study evaluates the teaching effectiveness of patient educators compared to rheumatology faculty using the musculoskeletal (MSK) examination. Method: Sixty-two 2nd-year medical students were randomized to receive instruction from patient educators or faculty. Tutorial groups received instructions during three, 3-hr sessions. Clinical skills were evaluated by a 9 station objective structured clinical examination. Students completed a tutor evaluation form to assess their level of satisfaction with the process. Results: Faculty-taught students received a higher overall mark (66.5% vs. 62.1%,) and fewer failed than patient educator-taught students (5 vs. 0, p = 0.02). Students rated faculty educators higher than patient educators (4.13 vs. 3.58 on a 5-point Likert scale). Conclusion: Rheumatology faculty appear to be more effective teachers of the MSK physical exam than patient educators.

Supervising incoming first-year residents: faculty expectations versus residents' experiences

First‐year residents begin clinical practice in settings in which attending staff and senior residents are available to supervise their work. There is an expectation that, while being supervised and as they become more experienced, residents will gradually take on more responsibilities and function independently.

The OSCE progress test – Measuring clinical skill development over residency training

Abstract Purpose: The purpose of this study was to explore the use of an objective structured clinical examination for Internal Medicine residents (IM-OSCE) as a progress test for clinical skills. Methods: Data from eight administrations of an IM-OSCE were analyzed retrospectively. Data were scaled to a mean of 500 and standard deviation (SD) of 100. A time-based comparison, treating post-graduate year (PGY) as a repeated-measures factor, was used to determine how residents’ performance progressed over time. Results: Residents’ total IM-OSCE scores (n = 244) increased over training from a mean of 445 (SD = 84) in PGY-1 to 534 (SD = 71) in PGY-3 (p < 0.001). In an analysis of sub-scores, including only those who participated in the IM OSCE for all three years of training (n = 46), mean structured oral scores increased from 464 (SD = 92) to 533 (SD = 83) (p < 0.001), physical examination scores increased from 464 (SD = 82) to 520 (SD = 75) (p < 0.001), and procedural skills increased from 495 (SD = 99) to 555 (SD = 67) (p = 0.033). There was no significant change in communication scores (p = 0.97). Conclusions: The IM-OSCE can be used to demonstrate progression of clinical skills throughout residency training. Although most of the clinical skills assessed improved as residents progressed through their training, communication skills did not appear to change.

Do OSCE progress test scores predict performance in a national high-stakes examination?

Progress tests, in which learners are repeatedly assessed on equivalent content at different times in their training and provided with feedback, would seem to lend themselves well to a competency‐based framework, which requires more frequent formative assessments. The objective structured clinical examination (OSCE) progress test is a relatively new form of assessment that is used to assess the progression of clinical skills. The purpose of this study was to establish further evidence for the use of an OSCE progress test by demonstrating an association between scores from this assessment method and those from a national high‐stakes examination.

Atazanavir-Associated Choledocholithiasis Leading to Acute Hepatitis in an HIV-infected Adult

OBJECTIVE To report a case of atazanavir-associated choledocholithiasis in an HIV-infected individual. CASE SUMMARY A 47-year-old treatment-naïve HIV-positive African female presented to the emergency department with a 3-day history of right epigastric pain. Six weeks prior to this episode, she began antiretroviral therapy with a regimen consisting of atazanavir 400 mg and abacavir/lamivudine 600/300 mg once daily. Alanine aminotransferase (766 U/L), aspartate aminotransferase (876 U/L), γ-glutamyltransferase (588 U/L), alkaline phosphatase (348 U/L), and total bilirubin (3.9 mg/dL) levels were elevated. Abdominal ultrasound revealed obstructive choledocholithiasis as well as intra- and extrahepatic biliary dilatation. She underwent a laparoscopic cholecystectomy, which revealed approximately 50 small calculi present in the gallbladder. Since previous ultrasounds had also shown gallstones, an analysis of the extracted calculi was performed to determine the possible association with atazanavir use; low amounts of atazanavir were detected. DISCUSSION Atazanavir is an inhibitor of the bilirubin-conjugating enzyme UGT1A1 and has been frequently linked to the occurrence of hyperbilirubinemia without complications. This individual experienced hyperbilirubinemia that peaked at hospital presentation after she developed choledocholithiasis and secondary acute hepatitis. Analysis of the extracted gallstones revealed that smaller stones contained a higher content of atazanavir than larger stones, which suggests that atazanavir precipitation may play a role in cholelithiasis, although the mechanism remains unknown. The low yield of atazanavir may be explained by the short, 6-week duration of drug exposure as well as the lack of assay for metabolites. The Naranjo probability scale implicated choledocholithiasis as a possible atazanavir-associated adverse event. This report provides the first published evidence that even short-term use of atazanavir may lead to hyperbilirubinemia with choledocholithiasis and secondary acute hepatitis in HIV-infected adults. CONCLUSIONS Atazanavir should be considered a possible contributor in the development of cholelithiasis or choledocholithiasis, and people with HIV should receive adequate counseling in the recognition of symptoms associated with gallstones. The exact incidence and mechanism still need to be elucidated.