title: From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum.
abstract: Physicians-in-training require skills and attitudes beyond medical knowledge in order to mature into successful clinicians. However, because assessments in pre-clerkship curricula historically have focused almost exclusively on medical knowledge, faculty contributions to early student development often have been limited. To address this challenge and enhance student progress, we re-designed our pre-clerkship curriculum to include settings in which diverse facets of student performance could be observed and fostered. Concurrently, we transitioned to an assessment strategy focused on competency-based milestones. The implementation of this strategy has allowed pre-clerkship science faculty to provide early-stage students with rich holistic feedback designed to stimulate their professional growth.
authors.affiliation: Departments of Cancer Biology and Medical Education and Administration, Vanderbilt University School of Medicine, Nashville, TN 37232, USA.
authors.forename: Cathleen C
authors.initials: CC
authors.lastname: Pettepher
authors.affiliation: Departments of Surgery and Medical Education and Administration, Vanderbilt University School of Medicine, Nashville, TN 37232, USA.
authors.forename: Kimberly D
authors.initials: KD
authors.lastname: Lomis
authors.affiliation: Departments of Biochemistry and Medicine, Vanderbilt University School of Medicine, Nashville, TN 37232, USA; VA Tennessee Valley Healthcare System, Nashville, TN 37212 USA.
authors.forename: Neil
authors.initials: N
authors.lastname: Osheroff
keywords: Competency domains; Competency-based education; Milestones; Qualitative assessment