141: Self-Evaluation of Procedural Skill Competencies By Neonatal Perinatal Medicine Trainees in Canada
Notice bibliographique
Résumé
Procedural competence is defined as “the ability to perform a procedure independently, without supervision, with a high likelihood of successful completion” (Gaies MG et al. Pediatrics. 2007;120(4):715–22). The Royal College of Physicians and Surgeons of Canada has outlined 19 procedural skills for Neonatal-Perinatal Medicine (NPM) trainees to demonstrate competence by the end of a two-year program. It is unclear how Canadian NPM training programs prepare their residents to acquire these procedural skills. There is no formal way to evaluate which competencies require increased training or exposure. To examine the self-reported attitudes and procedural skill competencies of Neonatal Perinatal Medicine trainees across Canada for 19 procedural skills listed by the Royal College for NPM training. A cross-sectional confidential electronic survey was sent to first and second year NPM trainees in 13 Canadian NPM programs (2012–2013). A five-point Likert scale was used to rate perceived importance (1 = not important to 5 = very important) and competence (1 = not competent to 5 = neonatologist) of each skill before and during their NPM training. Demographic and training data was collected. Two-tailed paired t tests (P<0.05) were used to analyze pre versus current training “competence” for each skill. Only anonymous aggregate data was reported. A total of 47 trainees (68%) completed the survey of which 36 consenting respondents with >6 months Canadian NPM training were analyzed. Only 25% of trainees were FRCPC exam eligible (CMG) (25%), with majority of respondents 12 to 24 months (47.3%) into their training. There were larger changes in pre versus current training perceived competencies in CMG compared to international medical graduates. Most CMG's procedural skills reached competence and improved by >1 during training, with the exception of suprapubic (mean difference 0.55), urinary catheterization (0.67), pericardiocentesis (0.45), and paracentesis (1.00). Pericardiocentesis did not meet competence (1.9/5) despite type and duration of training. Skills performed frequently in NICU (compared to pediatric residencies): umbilical lines (1.3), intubation (1.2), chest tubes (1.7), PICC lines (1.7), and arterial lines (1.5) had a high level of change and competence. Despite training, some NICU procedures rated poorly (x/5) in self-rated competence including paracentesis (2.4), PICC line insertion (3.1), suprapubic tap (2.2) and exchange transfusion (3.1). Observed skills most frequently done by trainees have the greatest change in competence during training for CMG in NPM. Some necessary procedural skills may require changes to instruction methods and these results could help guide curricular improvement.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».