title: Assessment of Developmental Progress Using an Objective Structured Clinical Examination-Simulation Hybrid Examination for Obstetrics and Gynecology Residents.
abstract: OBJECTIVE
  The Test of Integrated Professional Skills (TIPS) is an objective structured clinical examination-simulation hybrid examination that assesses resident integration of technical, cognitive, and affective skills in Obstetrics and Gynecology (OBGYN) residents. The aim of this study was to analyze performance patterns and reactions of residents to the test to understand how it may fit within a comprehensive assessment program.
  
  
  METHODS
  A retrospective, mixed methods review of the design and implementation of the examination, patterns of performance of trainees at different levels of training, focus group data, and description of use of TIPS results for resident remediation and curriculum development.
  
  
  METHODS
  OBGYN residents at New York University Langone Medical Center, a tertiary-care, urban academic health center.
  
  
  METHODS
  OBGYN residents in all years of training, postgraduate year-1 through postgraduate year, all residents completing the TIPS examination and consenting to participate in focus groups were included.
  
  
  RESULTS
  In all, 24 residents completed the TIPS examination. Performance on the examination varied widely among individuals at each stage of training, and did not follow developmental trends, except for technical skills. Cronbach α for both standardized patient and faculty ratings ranged from 0.69 to 0.84, suggesting internal consistency. Focus group results indicated that residents respond to the TIPS examination in complex ways, ranging from anxiety about performance to mixed feelings about how to use the data for their learning.
  
  
  CONCLUSIONS
  TIPS assesses a range of attributes, and can support both formative and summative evaluation. Lack of clear developmental differences and wide variation in performance by learners at the same level of training support the argument for individualized learning plans and competency-based education.
authors: Department of Obstetrics & Gynecology, New York University School of Medicine. Electronic address: abigail.winkel@nyumc.org.
authors: Abigail Ford
authors: AF
authors: Winkel
authors: Institute for Innovations in Medical Education, Department of Medicine, New York University School of Medicine, NYU-HHC Clinical and Translational Sciences Institute, New York, New York.
authors: Colleen
authors: C
authors: Gillespie
authors: Simulation and Education, New York Simulation Center for the Health Sciences, Department of Obstetrics & Gynecology, New York University School of Medicine, New York, New York.
authors: Kristen
authors: K
authors: Uquillas
authors: Department of Medicine, Division of General Internal Medicine, New York University School of Medicine, New York, New York.
authors: Sondra
authors: S
authors: Zabar
authors: Department of Emergency Medicine, New York Simulation Center for the Health Sciences, New York University School of Medicine, New York, New York.
authors: Demian
authors: D
authors: Szyld
mesh_terms: D000328:Adult; D002983:Clinical Competence; D003479:Curriculum; D004503:Education, Medical, Graduate / Q000592:standards*; D004521:Educational Measurement; D005260:Female; D017144:Focus Groups; D006176:Gynecology / Q000193:education*; D006801:Humans; D007396:Internship and Residency; D008297:Male; D009519:New York City; D009774:Obstetrics / Q000193:education*; D011247:Pregnancy; D012189:Retrospective Studies
keywords: Interpersonal and Communication Skills; Practice-Based Learning and Improvement; Professionalism; clinical competence; educational assessment; graduate medical education; patient simulation