title: Integrating the NAS Milestones and handheld technology to improve residency training and assessment.
abstract: OBJECTIVE
  To incorporate the use of an intuitive and robust assessment tool in conjunction with the Next Accreditation System Milestones to maximize opportunities for trainee performance feedback and continuous trainee assessment, with the long-term goal of increasing the rate of performance improvement and mastery of knowledge and surgical skills.
  
  
  METHODS
  Pilot study.
  
  
  METHODS
  Johns Hopkins Medicine, Baltimore, MD. Primary, tertiary, and quaternary clinical care; institutional environment.
  
  
  METHODS
  Experimental group: two randomly selected postgraduate year-1 integrated training program residents per year for 2 consecutive years from the Department of Plastic and Reconstructive Surgery.
  
  
  METHODS
  traditionally trained residents from the integrated training program in the Department of Plastic and Reconstructive Surgery. Study duration: 7 years (until residents complete residency training).
  
  
  RESULTS
  This assessment strategy would create large amounts of informative data on trainees, which can be cross-referenced to determine trainee progress. Assessment data would be collected continuously from all faculty surgeons. Comparisons of faculty and resident self-assessments would facilitate resident evaluations. Ease of use of the data collection structure would improve faculty evaluation compliance and timely resident case report completion.
  
  
  CONCLUSIONS
  Improving the efficiency and efficacy of competency documentation is critical. Using portable technologies is an intuitive way to improve the trainee assessment process. We anticipate that this 2-pronged approach to trainee assessments would quickly provide large amounts of informative data to better assess trainee progress and inform Milestone assessments in a manner that facilitates immediate feedback. Assessments of faculty and resident satisfaction would help us further refine the assessment process as needed. If successful, this format could easily be implemented by other training programs.
  Innovations in Surgical Education: Milestones.
authors.affiliation: Department of Plastic and Reconstructive Surgery, Johns Hopkins University School of Medicine, Baltimore, Maryland.
authors.forename: Carisa M
authors.initials: CM
authors.lastname: Cooney
authors.affiliation: Department of Plastic and Reconstructive Surgery, Johns Hopkins University School of Medicine, Baltimore, Maryland.
authors.forename: Richard J
authors.initials: RJ
authors.lastname: Redett
authors.affiliation: Department of Plastic and Reconstructive Surgery, Johns Hopkins University School of Medicine, Baltimore, Maryland.
authors.forename: Amir H
authors.initials: AH
authors.lastname: Dorafshar
authors.affiliation: Department of Plastic and Reconstructive Surgery, Johns Hopkins University School of Medicine, Baltimore, Maryland.
authors.forename: Bahar
authors.initials: B
authors.lastname: Zarrabi
authors.affiliation: Department of Plastic and Reconstructive Surgery, Johns Hopkins University School of Medicine, Baltimore, Maryland. Electronic address: slifche1@jhmi.edu.
authors.forename: Scott D
authors.initials: SD
authors.lastname: Lifchez
mesh_terms: D000068:Accreditation; D004503:Education, Medical, Graduate / Q000379:methods; D004521:Educational Measurement / Q000379:methods*; D005246:Feedback; D013502:General Surgery / Q000193:education*; D007396:Internship and Residency; D008396:Maryland; D010865:Pilot Projects; D012647:Self-Assessment; D013518:Surgery, Plastic / Q000193:education
keywords: Interpersonal and Communication Skills; Medical Knowledge; Patient Care; Practice-Based Learning and Improvement; Professionalism; educational assessment; graduate medical education; medical residency; plastic surgery