Jack M. Berger MS, MD, Ph.D.

Published May 12, 2020

Medical Education Lifetime Value™

The life history of medical education may make it easier to predict who will be our best doctors, not based on national exam scores or certification exam scores, but on practical, cognitive and clinical skills... developed, evaluated and tracked over a decade of medical education.

What if there was a single evaluation system to track the clinical and cognitive progress for a health professional's entire education? What if Medical Students applying for residency programs, Residents applying for fellowships, Graduating Fellows applying for jobs with medical groups or practices could produce reporting that tracked their clinical and cognitive competency over more than a decade of training and education (their MELV™)?

Published April 18, 2020

My personal experience with Competency Based Medical Education (CBME).

The important question we must ask as medical educators is, "once students have been selected for medical school, or for residency, how do we measure the education process, not with respect to performance on written examinations, but clinical skills and patient oriented cognitive skills?" What we need is a platform that can give reports on Competency-Based Medical Education and Competency-Based Clinical Performance.

RECES offers a platform that can track a student’s clinical and patient oriented cognitive performance from medical school through residency. This would offer Residency coordinators information about medical student applicants’ clinical performance in a format that would be helpful in predicting performance in residency.

Published April 10, 2020

Using daily evaluations and progress reports to improve cognitive and clinical competency.

One of the duties of a residency program director is evaluating your residents according to the ACGME Milestones. The challenge is in finding a program, or method, for documenting the progress of your residents on a daily, weekly, monthly basis and through different rotations. Further, the programs that are available, depend on faculty being self-motivated to evaluate their residents. Graduate medical education needs an evaluation system that is resident-initiated, so as to illicit additional motivation to evaluate.

Graduate education needs "RECES (Reporting and Evaluation of Clinical Education and Skills):" a secure, easy-to-use, web-accessible and mobile-friendly system that allows for case logs to be submitted, evaluations created, reports generated, and administration managed from any-where, any-time and on any-device.

Published April 1, 2020

The need for better evaluation tools in graduate medical education.

"Evaluation capacity building (ECB) is a topic of great interest to many organizations as they face increasing demands for accountability and evidence-based practices. ECB is about building the knowledge, skills, and attitudes of organizational members, the sustainability of rigorous evaluative practices, and providing the resources and motivations to engage in ongoing evaluative work".

At Inventive Response, we have developed the 1st ever reporting and evaluation platform, called RECES (Reporting and Evaluation of Clinical Education and Skills), that tries to address Sarti's concerns regarding ECB versus the standard approach which is to focus on ACGME [milestones] compliance.