Assessing for Practice-Based Learning and Improvement: Distinguishing Evidence-Based Practice From Reflective Learning
Document Type
Response or Comment
Publication Date
4-1-2021
Identifier/URL
41658112 (Pure); 33936539 (PubMed)
Abstract
Practice-based learning and improvement (PBLI) Milestones focus on 2 themes: evidence-based and informed practice (PBLI-1) and reflective practice and commitment to personal growth (PBLI-2).1 The Harmonized Milestones 2.0 were developed with an understanding that graduate medical education programs need to have methods to assess trainees' development in these complex areas. The conceptual framework of self-directed lifelong learning is a key aspect of medical professionalism and an important skill to develop to maintain proficiency in the ever-advancing field of medicine.2,3 The American Board of Medical Specialties values meaningful participation in PBLI that includes aspirational continuing learning expectations.4,5 This article intends to provide guidance on assessing PBLI Milestones and provide resources for trainee development.
Repository Citation
Fondahn, E.,
Burke, A. E.,
Padmore, J. S.,
& Ollendorff, A. T.
(2021). Assessing for Practice-Based Learning and Improvement: Distinguishing Evidence-Based Practice From Reflective Learning. Journal of graduate medical education, 13 (2s), 86-90.
https://corescholar.libraries.wright.edu/pediatrics/738
DOI
10.4300/JGME-D-20-00847.1
