![]() ![]() If the student wishes to challenge any of the factual information in the MSPE, they can do so through Student Affairs to the Office of Accreditation, Assessment, and Evaluation. If a student does not want their ADCE to review with them, they can request a review by the Associate Dean for Curriculum. The student has the option to review a draft of the MSPE with their ADCE, but this is not required. The student has two opportunities to review the MSPE (the initial draft and final draft) and provides their approval to upload the final MSPE to the application services. The MSPE is compiled from May – August of the students’ fourth year. Reviews the MSPE draft with their Learning Community students (optional – as requested by the student) Signatory. Associate Deans for Clinical Education: Draft the summary paragraphs for their cohorts.Ensures comparability of summary paragraphs across the four clinical campuses Signatory. Associate Dean for Curriculum: Serves as an alternate reviewer at student’s request.Vice Dean for Admissions, Student Affairs, and Alumni Engagement: Oversees the process for compiling the MSPE and uploading final document to residency application services, assists in the Academic History sections, collaborates with the student to develop the Noteworthy Characteristics Signatory.Associate Dean for Accreditation, Assessment, and Evaluation: Provides assessment data and narrative comments for the Academic History and Progress sections Signatory.Medical Student: Identify and develop their Noteworthy Characteristics.The information below lists of the individuals and their role in preparing the Medical Student Performance Evaluation (MSPE): This last section provides institution-specific information and is included and unchanged for all students. “We owe it to them and future patients to do everything we can do to have them receive the best possible experiences for learning and improvement.This section provides final comments about the student. “Our residents not only serve patients at Johns Hopkins but will serve patients throughout the world,” she says. Nevertheless, she says, such efforts are critical for residents as they complete their training and practice medicine elsewhere. “I believe it’s possible to change, although some might need less or more willful efforts for making a difference in their personal habits,” Park says. In order to increase the chances that all residents could succeed in attaining competency, the research team suggests offering self-assessments and targeted coaching that emphasizes residents’ learner autonomy and emotionality. “There’s something to be said for coming prepared to learn and having the right mindset.” “There’s more to learning to be a good surgeon than just reading more books and taking care of more patients,” says otolaryngologist–head and neck surgeon Kim. Those who demonstrated larger improvement of competency also had higher scores in their learner autonomy profile as well as in their emotionality score, one of factors in trait emotional intelligence. When the researchers analyzed the data, they found a striking correlation between certain personal characteristics of the residents and their likelihood of achieving competency improvement. For the next year, the study team monitored changes in the residents’ competency scores every three months, assessed by faculty mentors. To help figure out why some residents more readily attain competency while others struggle, the researchers and their colleagues recently performed a study to examine whether personal characteristics might predict competency improvement.Īfter recruiting a longitudinal cohort of 16 residents spanning the spectrum of first to seventh year, the study team had each take two different questionnaires: one designed to measure trait emotional intelligence (which assessed factors including well-being, self-control, emotionality, and sociability), and the other to measure learner autonomy (which assessed the profile of learning desire, resourcefulness, initiative, and persistence). But it’s much more than that, say EunMi Park and Young Kim. For surgical fields, such as otolaryngology–head and neck surgery, being able to attain competency involves having the aptitude to learn intricate surgical maneuvers and attaining a base knowledge of the field, among other skills. But what makes a particular resident successful enough to attain competency over time is more of a mystery. at Johns Hopkins in the late 19th century, is a vital part of a physician’s medical training. It’s no secret that residency, introduced to the U.S. ![]()
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