Variability in Learner Performance Using the ACGME Harmonized Milestones During the First Year of Postgraduate Training
This study found variability in HM performance across 6 specialties due to medical schools, specialty, residency programs, and trainees with limited variability attributed to medical school and learner. Substantial differences across specialties call for the need for clinical educators, researchers, and accreditors to create a shared mental model to bolster the evaluative strength of milestones and prepare residents for the needs of health care.
Authors
- Sean Hogan (ORCID: https://orcid.org/0000-0001-8568-3426)
- Tonya L. Fancher (ORCID: https://orcid.org/0000-0001-5486-6123)
- Laurah Turner (ORCID: https://orcid.org/0000-0002-4567-1313)
- Eric S. Holmboe (ORCID: https://orcid.org/0000-0003-0108-6021)
- Moshe Feldman (ORCID: https://orcid.org/0000-0002-2000-2551)
- Michael S. Ryan (ORCID: https://orcid.org/0000-0003-3266-9289)
- K.G. van den Berg (ORCID: https://orcid.org/0009-0002-8846-5998)
- Sally A. Santen (ORCID: https://orcid.org/0000-0002-8327-8002)
- Joseph Y. Cheung (ORCID: https://orcid.org/0000-0002-8024-9177)
- Yoon Soo Park (ORCID: https://orcid.org/0000-0001-8583-4335)
- Tyler Carcamo
Institutions
- Twitter (United States) (US)
Publication Details
- Journal
- Academic Medicine
- Published
- 2025-04-01
- DOI
- https://doi.org/10.1097/acm.0000000000006053
- Citations
- 2
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 3.76