Faculty consensus on competitiveness for the new competency-based emergency medicine standardized letter of evaluation

Benjamin Schnapp; Morgan Sehdev; Caitlin Schrepel; Sharon Bord; Alexis Pelletier-Bui; Alai Alvarez; Nicole M Dubosh; Yoon Soo Park; Eric Shappell

doi:10.1002/aet2.11024

Faculty consensus on competitiveness for the new competency-based emergency medicine standardized letter of evaluation

AEM Educ Train. 2024 Sep 12;8(5):e11024. doi: 10.1002/aet2.11024. eCollection 2024 Oct.

Authors

Benjamin Schnapp¹, Morgan Sehdev², Caitlin Schrepel³, Sharon Bord⁴, Alexis Pelletier-Bui⁵, Alai Alvarez⁶, Nicole M Dubosh⁷, Yoon Soo Park⁸, Eric Shappell⁹

Affiliations

¹ BerbeeWalsh Department of Emergency Medicine University of Wisconsin School of Medicine and Public Health Madison Wisconsin USA.
² Harvard-Affiliated Emergency Medicine Residency Brigham and Women's Hospital/Massachusetts General Hospital Boston Massachusetts USA.
³ Department of Emergency Medicine University of Washington Seattle Washington USA.
⁴ Department of Emergency Medicine The Johns Hopkins University School of Medicine Baltimore Maryland USA.
⁵ Department of Emergency Medicine Cooper Medical School of Rowan University Camden New Jersey USA.
⁶ Department of Emergency Medicine Stanford University School of Medicine Palo Alto California USA.
⁷ Department of Emergency Medicine Beth Israel Deaconess Medical Center/Harvard Medical School Boston Massachusetts USA.
⁸ Department of Medical Education University of Illinois at Chicago Chicago Illinois USA.
⁹ Department of Emergency Medicine Massachusetts General Hospital/Harvard Medical School Boston Massachusetts USA.

Abstract

Background: Emergency medicine (EM) has introduced a new, competency-based standardized letter of evaluation (SLOE) template. While a previous version of the SLOE has been shown to promote a high degree of faculty consensus regarding competitiveness, this has not been shown for the new SLOE template.

Objective: The objective was to evaluate faculty consensus on competitiveness for the new EM SLOE 2.0.

Methods: Fifty mock SLOE 2.0 letters using the new template were drafted and sent to a group of experienced EM educators. The 50 letters were ranked by the experienced faculty as well as a point-based prediction model and a regression model and the results were compared.

Results: Faculty consensus on competitiveness remained strong when using the new SLOE 2.0 format. The points-based prediction model and regression model both demonstrated a high level of agreement with faculty consensus rankings for the SLOE 2.0.

Conclusions: Introduction of the new, competency-based SLOE 2.0 format did not have a deleterious effect on faculty consensus rankings of competitiveness.