All pre-med related content belongs on /r/premed. Please keep all topics relevant to current medical students. will be removed, possibly resulting in a ban. All forms of racism, sexism, homophobia, transphobia, etc. Rude and/or aggressive behavior will not be tolerated on this sub. Read the rules here.īe respectful to your fellow medical students. There may not even be consensus among medical schools regarding the definition of remediation.Ĭontinued discussions of the MSPE as a tool to facilitate the educational handoff of learners from undergraduate medical education to graduate medical education are essential in order to disseminate best practices and further improve the process.All Step I/II and ERAS related discussion should be posted in the respective stickied thread. There continues to be disagreement as to what degree of unprofessional behavior should be placed within the MSPE. These include the lack of consensus regarding how schools define professionalism. Many issues for continuing discussions by the medical education community remain. A recent survey of program directors appeared to show support for continuing the process of standardizing the MSPE. Overall, MSPE authors have implemented many of the recommendations. This finding should reassure MSPE authors, who have adopted these recommendations, that their students are not being disadvantaged by transparency. Large numbers of MSPEs for 2019 routinely reported information about gaps, remediation, adverse actions, and professionalism. The MSPE has become shorter more likely to co-locate narratives, graphic comparisons, and grading schemes in the body of the MSPE and less likely to contain undefined “code words.” The results of this survey suggest that most 2018 MSPE authors are applying the Recommendations for Revising the Medical Student Performance Evaluation. Only 8 MSPEs (5%) provided no comparison of the student to the class. This comparison was placed in the Summary section, the Academic Progress section, or both. Of additional note is that 95% of MSPEs provided some method of comparing the student to the class as a whole. Thus, 70% of MSPEs adopted this recommendation. Over half of all MSPEs also provided an explanation of the grading scheme used for such ratings. Of the 70% of MSPEs that did provide school-wide comparisons, 53 MSPEs used unequal categories (with graphic displays), 37 divided the class into self-evident categories (usually quartiles), 8 provided graphs comparing the number of honors earned school-wide, and 5 used class rank (eg, “This student ranked 213 out of a class of 214”). Another 34 MSPEs (23%) provided no school-wide comparison and most of these MSPEs stated clearly they did provide such comparisons. In 2018, only 10 MSPEs (7%) appeared to use a “code word” without definition. In 2015, 25% of MSPEs used undefined “code words.” The recommendation sought to reduce the use of undefined descriptions (so called “code words” such as “outstanding” or “superior”), which would not add clarity unless a reader received many letters from the same school. Provide school-wide comparisons if using the final “adjective” or “overall rating” and define terms used. As the process for making changes to a school's MSPE involves discussion and preparation, it is likely that October 2018 MSPEs, for the 2019 graduating class, were the first to fully implement this process. This article describes the first of these steps. Hopefully, facilitation of the residency selection process would result. Then, readers of the MSPE would need to find these recommendations helpful. 1 The goal was to achieve “a level of standardization and transparency that facilitates the residency selection process.” 1 For this goal to be achieved, writers of the MSPE would first need to implement the recommendations. In May 2017, Recommendations for Revising the Medical Student Performance Evaluation was published by the Association of American Medical Colleges (AAMC). Thus, if this information can be conveyed accurately and efficiently, the MSPE can provide a counterweight to overreliance on numerical scores from multiple-choice examinations. This information is derived from the student's preferred rotations and rotations in which the student may have had little interest. Of the resources available to residency program directors considering applicants to interview, the Medical Student Performance Evaluation (MSPE) is the only one that contains information summarizing the medical student's entire experience throughout undergraduate medical education and potentially contains information on all 6 competencies.
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