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Do Obgyn Residents and the CCC Reach the Same Competency Conclusions? A Comparison of Resident versus Faculty Milestone Assessments

Purpose: Our objective was to compare resident self-assessments to CCC evaluations within the milestone framework.


Background: Resident progress across 28 milestones are evaluated biannually by a clinical competency committee (CCC).  We sought to determine the correlation in milestone assessment between the CCC and individual resident’s self assessment.


Methods: Retrospective study that compares resident self assessment of milestone competency to that of the CCC.  Milestone assessment differences were calculated by subtracting the resident score from the faculty score.  A negative value indicates that the CCC evaluated residents at a lower level than the resident’s self assessment.  Kruskal Wallis test was used to identify differences between self-evaluations and corresponding CCC evaluations for each competency.  Dunn’s post hoc test was used to determine specific differences.  Major disparities were defined as a mean disparity > 0.5 in either direction.  The association between assessment disparity and PGY year was analyzed using non parametric chisquare. P


Results: 15 residents participated.  Overall, 32%(129/409) of the time residents and CCC were in agreement.  The global median assessment difference was significant [-0.20(-0.5-0.5), P<0.003] suggesting residents evaluated themselves at a higher level than the CCC did. 19% evaluations had a mean overall assessment difference > -0.5 (residents assessed at a higher level than CCC), whereas 8% had a difference >0.5.  Positive self-evaluations were more common for medical knowledge and patient care.  There was no association between PGY year and CCC agreement.


Discussions: Ob/Gyn residents within our program trended toward perceiving a greater level of patient care and medical knowledge and underestimated their competency in PBLI, SBP and ICS.  Understanding these differences will help PDs at their biannual progress meetings with residents.

Topics: CREOG & APGO Annual Meeting, 2018, Resident, Faculty, Residency Director, Residency Coordinator, Patient Care, Medical Knowledge, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, Assessment, Problem-Based Learning, General Ob-Gyn,

General Information

Resident,Faculty,Residency Director,Residency Coordinator,
Patient Care,Medical Knowledge,Professionalism,Systems-Based Practice & Improvement,Interpersonal & Communication Skills,Practice-Based Learning & Improvement,
Assessment,Problem-Based Learning,
Clinical Focus
General Ob-Gyn,

Author Information

Stephanie Mann, MD

Larner College of Medicine at the University of Vermont/Univeristy of Vermont Medical Center

Timothy Burns, JD

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