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Importance: National data on the development of competence during training have been reported using the Accreditation Council for Graduate Medical Education (ACGME) Milestones system. It is now possible to consider longitudinal analyses that link Milestone ratings during training to patient outcomes data of recent graduates.
Objective: To evaluate the association of in-training ACGME Milestone ratings in a surgical specialty with subsequent complication rates following a commonly performed operation, endovascular aortic aneurysm repair (EVAR).
Design, Setting, And Participants: This study of patient outcomes followed EVAR in the Vascular Quality Initiative (VQI) registry (4213 admissions from 208 hospitals treated by 327 surgeons). All surgeons included in this study graduated from ACGME-accredited training programs from 2015 through 2019 and had Milestone ratings 6 months prior to graduation. Data were analyzed from December 1, 2021, through September 15, 2023. Because Milestone ratings can vary with program, they were corrected for program effect using a deviation score from the program mean.
Exposure: Milestone ratings assigned to individual trainees 6 months prior to graduation, based on judgments of surgical competence.
Main Outcomes And Measures: Surgical complications following EVAR for patients treated by recent graduates during the index hospitalization, obtained using the nationwide Society for Vascular Surgery Patient Safety Organization's VQI registry, which includes 929 participating centers in 49 US states.
Results: The study included outcomes for 4213 patients (mean [SD] age, 73.25 [8.74] years; 3379 male participants [80.2%]). Postoperative complications included 9.5% major (400 of 4213 cases) and 30.2% minor (1274 of 4213 cases) complications. After adjusting for patient risk factors and site of training, a significant association was identified between individual Milestone ratings of surgical trainees and major complications in early surgical practice in programs with lower mean Milestone ratings (odds ratio, 0.50; 95% CI; 0.27-0.95).
Conclusions And Relevance: In this study, Milestone assessments of surgical trainees were associated with subsequent clinical outcomes in their early career. Although these findings represent one surgical specialty, they suggest Milestone ratings can be used in any specialty to identify trainees at risk for future adverse patient outcomes when applying the same theory and methodology. Milestones data should inform data-driven educational interventions and trainee remediation to optimize future patient outcomes.
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http://dx.doi.org/10.1001/jamasurg.2024.0040 | DOI Listing |
Neurosurgery
July 2025
Office of the Dean, School of Medicine, Oregon Health & Science University, Portland, Oregon, USA.
Background And Objectives: The Accreditation Council for Graduate Medical Education Neurosurgery Milestones were implemented to advance competency-based training in neurosurgery; however, research on milestones in neurosurgery has been more limited, and there has been no comprehensive study on the milestone ratings and the comparability of Milestones 1.0 and 2.0.
View Article and Find Full Text PDFFront Psychol
August 2025
Affiliated Mental Health Center and Hangzhou Seventh People's Hospital, Zhejiang University School of Medicine, Hangzhou, China.
During large-scale psychological screening, traditional self-report questionnaires face challenges like response deception or social desirability bias, while the Sentence Completion Test (SCT) as a projective technique shows potential but is limited by manual scoring and high costs. Leveraging advancements in Large Language Models (LLMs), this study integrates SCT's theoretical framework with LLM capabilities to develop a specialized set of SCT items for depression assessment in Chinese university students, using a self-built intelligent agent across three progressive empirical studies. Results show the agent demonstrates good reliability (Cronbach's = 0.
View Article and Find Full Text PDFPerspect Med Educ
August 2025
Department of Medicine and Centre for Education Research and Innovation, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada.
Purpose: In medicine, gender bias and gendered language within assessments of individual performance are well established. Recent shifts toward assessing interdependence (the ability to work supportively and collaboratively within teams) demand we understand how gender bias and gendered language influence assessments. In exploring how faculty assess residents' interdependent performances, this study evaluated how gender-presentation influences faculty raters' assessments of residents' interdependence in Emergency Medicine (EM).
View Article and Find Full Text PDFMed Educ Online
December 2025
John Sealy School of Medicine, Office of Educational Development, University of Texas Medical Branch, Galveston, TX, USA.
Introduction: Faculty in academic medicine face increasing clinical and research demands, often limiting time for professional development and identity formation as educators. The ACGME Clinician Educator Milestones offer a structured framework for reflection and self-assessment, but their usefulness for broader applications such as needs assessment and program evaluation remains unexplored. We examined the potential of a milestone-based survey to support program evaluation and needs assessment in faculty development, and to gather preliminary validity evidence for its use beyond self-reflection.
View Article and Find Full Text PDFJ Speech Lang Hear Res
August 2025
Department of Neurology, Fujian Institute of Neurology, The First Affiliated Hospital of Fujian Medical University, Fuzhou, China.
Background: Spinocerebellar ataxia type 3 (SCA3), a common genetic disorder, results from an expanded CAG repeat in the gene. It often leads to dysarthria, which impacts patients' quality of life. Yet, there is limited research on how dysarthria's prevalence relates to clinical features and disease progression in SCA3.
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