The pediatrics milestones

Initial evidence for their use as learning road maps for residents

Daniel J. Schumacher, Kadriye O. Lewis, Ann E. Burke, M. Lynne Smith, Jayna B. Schumacher, Mary Anne Pitman, Stephen Ludwig, Patricia J. Hicks, Susan Guralnick, Robert Englander, Bradley Benson, Carol Carraccio

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

Objective: As the next step in competency-based medical education, the Pediatrics Milestone Project seeks to provide a learner-centered approach to training and assessment. To help accomplish this goal, this study sought to determine how pediatric residents understand, interpret, and respond to the Pediatrics Milestones. Methods: Cognitive interviews with 48 pediatric residents from all training levels at 2 training programs were conducted. Each participant reviewed one Pediatrics Milestone document (PMD). Eight total Pediatrics Milestones, chosen for their range of complexity, length, competency domain, and primary author, were included in this study. Six residents, 2 from each year of residency training, reviewed each PMD. Interviews were transcribed and coded using inductive methods, and codes were grouped into themes that emerged. Results: Four major themes emerged through coding and analysis: 1) the participants' degree of understanding of the PMDs is sufficient, often deep; 2) the etiology of participants' understanding is rooted in their experiences; 3) there are qualities of the PMD that may contribute to or detract from understanding; and 4) participants apply their understanding by noting the PMD describes a developmental progression that can provide a road map for learning. Additionally, we learned that residents are generally comfortable being placed in the middle of a series of developmental milestones. Two minor themes focusing on interest and practicality were also identified. Conclusions: This study provides initial evidence for the Pediatrics Milestones as learner-centered documents that can be used for orientation, education, formative feedback, and, ultimately, assessment.

Original languageEnglish (US)
Pages (from-to)40-47
Number of pages8
JournalAcademic Pediatrics
Volume13
Issue number1
DOIs
StatePublished - Jan 1 2013
Externally publishedYes

Fingerprint

Learning
Pediatrics
Competency-Based Education
Interviews
Education
Internship and Residency
Medical Education

Keywords

  • competencies
  • medical education
  • Pediatrics Milestones
  • residents

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

Schumacher, D. J., Lewis, K. O., Burke, A. E., Smith, M. L., Schumacher, J. B., Pitman, M. A., ... Carraccio, C. (2013). The pediatrics milestones: Initial evidence for their use as learning road maps for residents. Academic Pediatrics, 13(1), 40-47. https://doi.org/10.1016/j.acap.2012.09.003

The pediatrics milestones : Initial evidence for their use as learning road maps for residents. / Schumacher, Daniel J.; Lewis, Kadriye O.; Burke, Ann E.; Smith, M. Lynne; Schumacher, Jayna B.; Pitman, Mary Anne; Ludwig, Stephen; Hicks, Patricia J.; Guralnick, Susan; Englander, Robert; Benson, Bradley; Carraccio, Carol.

In: Academic Pediatrics, Vol. 13, No. 1, 01.01.2013, p. 40-47.

Research output: Contribution to journalArticle

Schumacher, DJ, Lewis, KO, Burke, AE, Smith, ML, Schumacher, JB, Pitman, MA, Ludwig, S, Hicks, PJ, Guralnick, S, Englander, R, Benson, B & Carraccio, C 2013, 'The pediatrics milestones: Initial evidence for their use as learning road maps for residents', Academic Pediatrics, vol. 13, no. 1, pp. 40-47. https://doi.org/10.1016/j.acap.2012.09.003
Schumacher DJ, Lewis KO, Burke AE, Smith ML, Schumacher JB, Pitman MA et al. The pediatrics milestones: Initial evidence for their use as learning road maps for residents. Academic Pediatrics. 2013 Jan 1;13(1):40-47. https://doi.org/10.1016/j.acap.2012.09.003
Schumacher, Daniel J. ; Lewis, Kadriye O. ; Burke, Ann E. ; Smith, M. Lynne ; Schumacher, Jayna B. ; Pitman, Mary Anne ; Ludwig, Stephen ; Hicks, Patricia J. ; Guralnick, Susan ; Englander, Robert ; Benson, Bradley ; Carraccio, Carol. / The pediatrics milestones : Initial evidence for their use as learning road maps for residents. In: Academic Pediatrics. 2013 ; Vol. 13, No. 1. pp. 40-47.
@article{73b8277f26fd45a38e539fa2b3f64cb5,
title = "The pediatrics milestones: Initial evidence for their use as learning road maps for residents",
abstract = "Objective: As the next step in competency-based medical education, the Pediatrics Milestone Project seeks to provide a learner-centered approach to training and assessment. To help accomplish this goal, this study sought to determine how pediatric residents understand, interpret, and respond to the Pediatrics Milestones. Methods: Cognitive interviews with 48 pediatric residents from all training levels at 2 training programs were conducted. Each participant reviewed one Pediatrics Milestone document (PMD). Eight total Pediatrics Milestones, chosen for their range of complexity, length, competency domain, and primary author, were included in this study. Six residents, 2 from each year of residency training, reviewed each PMD. Interviews were transcribed and coded using inductive methods, and codes were grouped into themes that emerged. Results: Four major themes emerged through coding and analysis: 1) the participants' degree of understanding of the PMDs is sufficient, often deep; 2) the etiology of participants' understanding is rooted in their experiences; 3) there are qualities of the PMD that may contribute to or detract from understanding; and 4) participants apply their understanding by noting the PMD describes a developmental progression that can provide a road map for learning. Additionally, we learned that residents are generally comfortable being placed in the middle of a series of developmental milestones. Two minor themes focusing on interest and practicality were also identified. Conclusions: This study provides initial evidence for the Pediatrics Milestones as learner-centered documents that can be used for orientation, education, formative feedback, and, ultimately, assessment.",
keywords = "competencies, medical education, Pediatrics Milestones, residents",
author = "Schumacher, {Daniel J.} and Lewis, {Kadriye O.} and Burke, {Ann E.} and Smith, {M. Lynne} and Schumacher, {Jayna B.} and Pitman, {Mary Anne} and Stephen Ludwig and Hicks, {Patricia J.} and Susan Guralnick and Robert Englander and Bradley Benson and Carol Carraccio",
year = "2013",
month = "1",
day = "1",
doi = "10.1016/j.acap.2012.09.003",
language = "English (US)",
volume = "13",
pages = "40--47",
journal = "Academic Pediatrics",
issn = "1876-2859",
publisher = "Elsevier Inc.",
number = "1",

}

TY - JOUR

T1 - The pediatrics milestones

T2 - Initial evidence for their use as learning road maps for residents

AU - Schumacher, Daniel J.

AU - Lewis, Kadriye O.

AU - Burke, Ann E.

AU - Smith, M. Lynne

AU - Schumacher, Jayna B.

AU - Pitman, Mary Anne

AU - Ludwig, Stephen

AU - Hicks, Patricia J.

AU - Guralnick, Susan

AU - Englander, Robert

AU - Benson, Bradley

AU - Carraccio, Carol

PY - 2013/1/1

Y1 - 2013/1/1

N2 - Objective: As the next step in competency-based medical education, the Pediatrics Milestone Project seeks to provide a learner-centered approach to training and assessment. To help accomplish this goal, this study sought to determine how pediatric residents understand, interpret, and respond to the Pediatrics Milestones. Methods: Cognitive interviews with 48 pediatric residents from all training levels at 2 training programs were conducted. Each participant reviewed one Pediatrics Milestone document (PMD). Eight total Pediatrics Milestones, chosen for their range of complexity, length, competency domain, and primary author, were included in this study. Six residents, 2 from each year of residency training, reviewed each PMD. Interviews were transcribed and coded using inductive methods, and codes were grouped into themes that emerged. Results: Four major themes emerged through coding and analysis: 1) the participants' degree of understanding of the PMDs is sufficient, often deep; 2) the etiology of participants' understanding is rooted in their experiences; 3) there are qualities of the PMD that may contribute to or detract from understanding; and 4) participants apply their understanding by noting the PMD describes a developmental progression that can provide a road map for learning. Additionally, we learned that residents are generally comfortable being placed in the middle of a series of developmental milestones. Two minor themes focusing on interest and practicality were also identified. Conclusions: This study provides initial evidence for the Pediatrics Milestones as learner-centered documents that can be used for orientation, education, formative feedback, and, ultimately, assessment.

AB - Objective: As the next step in competency-based medical education, the Pediatrics Milestone Project seeks to provide a learner-centered approach to training and assessment. To help accomplish this goal, this study sought to determine how pediatric residents understand, interpret, and respond to the Pediatrics Milestones. Methods: Cognitive interviews with 48 pediatric residents from all training levels at 2 training programs were conducted. Each participant reviewed one Pediatrics Milestone document (PMD). Eight total Pediatrics Milestones, chosen for their range of complexity, length, competency domain, and primary author, were included in this study. Six residents, 2 from each year of residency training, reviewed each PMD. Interviews were transcribed and coded using inductive methods, and codes were grouped into themes that emerged. Results: Four major themes emerged through coding and analysis: 1) the participants' degree of understanding of the PMDs is sufficient, often deep; 2) the etiology of participants' understanding is rooted in their experiences; 3) there are qualities of the PMD that may contribute to or detract from understanding; and 4) participants apply their understanding by noting the PMD describes a developmental progression that can provide a road map for learning. Additionally, we learned that residents are generally comfortable being placed in the middle of a series of developmental milestones. Two minor themes focusing on interest and practicality were also identified. Conclusions: This study provides initial evidence for the Pediatrics Milestones as learner-centered documents that can be used for orientation, education, formative feedback, and, ultimately, assessment.

KW - competencies

KW - medical education

KW - Pediatrics Milestones

KW - residents

UR - http://www.scopus.com/inward/record.url?scp=84872423738&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84872423738&partnerID=8YFLogxK

U2 - 10.1016/j.acap.2012.09.003

DO - 10.1016/j.acap.2012.09.003

M3 - Article

VL - 13

SP - 40

EP - 47

JO - Academic Pediatrics

JF - Academic Pediatrics

SN - 1876-2859

IS - 1

ER -