Show that you understand the current state of research on your topic.
The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.
One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.
Download our research proposal template
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Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.
Like your dissertation or thesis, the proposal will usually have a title page that includes:
The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.
Your introduction should:
To guide your introduction , include information about:
As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.
In this section, share exactly how your project will contribute to ongoing conversations in the field by:
Following the literature review, restate your main objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.
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To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.
For example, your results might have implications for:
Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .
Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.
Here’s an example schedule to help you get started. You can also download a template at the button below.
Download our research schedule template
Research phase | Objectives | Deadline |
---|---|---|
1. Background research and literature review | 20th January | |
2. Research design planning | and data analysis methods | 13th February |
3. Data collection and preparation | with selected participants and code interviews | 24th March |
4. Data analysis | of interview transcripts | 22nd April |
5. Writing | 17th June | |
6. Revision | final work | 28th July |
If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.
Make sure to check what type of costs the funding body will agree to cover. For each item, include:
To determine your budget, think about:
If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
Methodology
Statistics
Research bias
Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .
Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.
I will compare …
A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.
Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.
A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.
A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.
A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.
All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.
Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.
Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.
The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
McCombes, S. & George, T. (2023, November 21). How to Write a Research Proposal | Examples & Templates. Scribbr. Retrieved September 4, 2024, from https://www.scribbr.com/research-process/research-proposal/
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If you’re new to grant writing, grant deliverables and grant milestones probably sound like very nebulous or indistinguishable components of nonprofit program evaluation.
But have no fear!
In this article we will explain the differences between deliverables and milestones, their relevance to grant proposals and program evaluation, and key methods on integrating both into your grant program. You’ll be an expert in no time.
Let’s dive in!
Let’s start at the very beginning. What exactly are grant deliverables and what is the role of grant milestones?
Put simply, deliverables are accomplishments achieved through an awarded grant. Deliverables are typically reported back to the grant funder as proof of a nonprofit’s effective use of funds.
For example, a deliverable could be: “A grant from X Foundation allowed our organization to serve 500 free meals in November.”
However, a grant deliverable can take many different forms, such as:
Grant deliverables will look different depending on the purpose of a grant and the specific mission of your organization.
While grantees may promise deliverables directly in their grant proposals, funders may also require specific deliverables as stated in their application or in the award agreement. For example, a funder may request a final report on activities throughout the grant period or several reports at various stages during the grant period (such as quarterly reports, or an interim report).
Some funders will request that a program serve a specific number of people or engage in a certain number of activities with the dollars awarded, whereas others are more flexible and will allow the nonprofit to propose what the grant deliverables will be.
Each grant program and each funder is different and will have different terms depending on the program’s purpose or the funder’s goals. Be sure to thoroughly review agreements for each grant you apply for to be certain you understand what kinds of deliverables are expected.
Milestones are representative of important activities undertaken throughout the grant period. They are essentially deadlines keeping the project on track to ensure success.
Examples of milestones can be:
Milestones can be as simple or complex as needed. For example, milestones for a research project might follow along a strict timeline with testing, reviews, report drafts and publication. Other programs may have much less detailed timelines with fewer milestones.
Below is an example of a very simple project timeline for a research grant with associated grant milestones.
Hire Primary Investigator (PI) | x | |||
Develop survey(s) for focus group A | x | |||
Develop survey(s) for focus group B | x | |||
Secure site for focus groups | x | |||
Primary Investigator will survey and interview focus groups | x | |||
Analyze findings from focus group A | x | |||
Analyze findings from focus group B | x | |||
Complete initial draft of report | x | |||
Send report to board for review | x | |||
Complete final draft of report | x | |||
Present findings to board of trustees | x | |||
Disseminate final report and findings | x |
Differentiating between deliverables and milestones.
Understanding the differences between deliverables and milestones can be tricky. Both are associated closely with grant programs and evaluating their success .
To put it simply, milestones represent key activities undertaken at strategic moments during the grant period while deliverables represent quantifiable items that result from those said activities.
For example, a milestone could be “The project will complete a first draft of X study by Y date and time” whereas a deliverable could be, “The project will produce and disseminate X copies of the final report”.
While milestones and deliverables are functionally different, the two are intrinsically linked in the lifecycle of a grant.
Deliverables are oftentimes associated with key grant milestones. For example, for a research grant, project milestones may be completing a draft of the final study or report, submitting the report for review, publishing the report, and disseminating findings. The findings and the report in question would be considered the deliverables while the steps getting to that final product are the milestones.
In other words, milestones help ensure that deliverables get delivered. You cannot have one without the other.
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Grant deliverables should be both measurable and impactful. Remember, funders want to see deliverables so they know that their investment in the program was meaningful and made a difference in the community or in the lives of others.
Let’s review a few strategies for setting deliverables that will ensure the success of your program.
When crafting deliverables, or setting goals of any kind, it is best practice to follow the principles of SMART goals.
Smart is an acronym for Specific, Measurable, Achievable, Relevant, and Time-limited—all things you want from a grant deliverable or objective.
This means that deliverables should be:
For example, a deliverable could be: “The mental health advocacy program will increase group therapy participation by 50%, from serving 25 participants annually to 37 participants annually.”
This is a SMART deliverable. The deliverable is clearly communicated, it is relevant to the overall goal of the program (mental health advocacy), it is achievable (a modest increase in service provision), it is measurable (tracking of each participant between years), and it is limited to a single year (annually).
If each deliverable you craft meets all of the SMART requirements you can rest assured you have developed deliverables that will best illustrate the impact of your work.
To learn more about SMART goals you can check out this Instrumentl webinar .
Objectives are broader and higher level than deliverables—but both should be aligned in your grant proposal.
For example, let’s say that there is a nonprofit program that provides transitional housing to individuals who are experiencing housing insecurity. The overall objective of the program may be to “Decrease homelessness for the community” while the program’s deliverable is more specific: “provide safe housing to 50 participants annually.”
An objective is much more broad and vision-focused and extensive. Homelessness in the community won’t necessarily end completely with a single grant; it is a much more complex and systemic issue. However, the grant could provide the funding needed to sustain or expand nonprofit operations in such a way that the organization could reasonably provide safe housing to 50 participants over the course of the year.
Note that the example deliverable above is also aligned with the objective of the program. The alignment with grant objectives should be clear and obvious.
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Like deliverables, milestones should not be crafted without intention or a clear strategy in mind. Milestones should represent activities that will directly work toward the program’s overall objective and will result in achievable deliverables.
Let’s review a few notable strategies for ensuring your grant milestones are timely and relevant.
The timing of milestones should make sense to effectively monitor the grant program’s progress. For example, if a grant program covers an entire calendar year then the milestones should be spaced evenly throughout that time period.
Milestones exist to ensure the program stays on course throughout the grant period. This means you should not rush to get everything done right away, potentially resulting in errors or ineffective results—nor should you wait to schedule the majority of your milestones at the tail end of the project.
Communicate with your staff and team to identify what kind of capacity they have to achieve or produce the proposed deliverables and plan when key actions could take place when working toward them.
Milestones should also reflect progress.
Each milestone or action taken during the grant period should not be taken without an end goal in mind. Every milestone should feed directly and logically into the next key milestone.
Consider what quantifiable results you can showcase at the end of a milestone to illustrate how you are moving forward.
While the content of milestones and deliverables is key, it is also important to present them in an engaging way.
Grants are immensely competitive so it is important to use all the tools and resources at your disposal to make sure your proposal stands head and shoulders above the rest.
Presentation is important when addressing milestones and deliverables in a grant proposal.
Both should be presented in a logical way that is easy for any reader to understand. It should be clear how they each align with the program’s overall objectives and the grant timeline.
Remember, proposals can vary widely depending on their content and purpose. You can look to Instrumentl’s blog for guidance on the development of different types of grant proposals.
When achieving grant deliverables and grant milestones, technology is your friend!
CRMs like Salesforce can help you track participant data and demographic information that will be crucial to ensuring you have achieved your stated milestones and deliverables.
Salesforce is a great tool because it can track quantitative information (e.g. participant age, number of engagements, number of sessions, etc.) as well as qualitative information (e.g. case notes) making it easy to track a variety of milestones and deliverables regardless of the content.
Technology is also key to presenting deliverables and milestones as well. There are all kinds of tools for presenting this kind of information.
Online platforms like Smartsheet can help you create a Gantt chart that illustrates key milestones in your grant program timeline. For those who are more familiar with Microsoft Office’s suite of programs Gantt charts can also be easily created in Microsoft Excel .
Setting yourself up for success when it comes to grant deliverables and grant milestones means avoiding common mistakes. By avoiding potential pitfalls you can position your grant program for long-term success.
When it comes to developing grant deliverables, overpromising and underdelivering is a very common problem. If you think back to the SMART goals remember that one of the key features of the principle is that the goals are achievable.
If you feel that the very best your program can promise is to remain consistent in its progress year to year then you should state that in your grant proposal. This is not necessarily a bad sign. Many funders want to sustain critical nonprofit programming as much as they want to innovate or expand.
It can be easy to mistakenly box yourself into a corner when developing milestones for a grant program. While specificity is typically good, too much specificity and detail can constrain the program and make it difficult to shift or adapt when external or unforeseen challenges come up.
Give your staff the space and flexibility to achieve the intended results of the grant program. This can be as simple as communicating you are willing to adapt and evolve should the needs of the program call for it.
Grant deliverables and grant milestones are vital components of any successful grant program and a crucial facet of effective program evaluation.
When you have clear, logical milestones along with measurable, impactful deliverables it will strengthen your grant program and communicate the efficacy of your work to funders.
Want to learn more about grant writing, grant management, or grant evaluation? Check out our article on measuring nonprofit impact .
Instrumentl boasts an extensive library of helpful grant writing resources, guides, and FAQs that you can leverage in an effort to strengthen your fundraising strategy and grow your nonprofit. Check it out today to learn more!
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You may have heard the expression ‘a PhD is a marathon, not a sprint’. When you start a higher degree research program, you are starting a long-term research project that you will need to sustain over 3 – 4 years if you’re a PhD candidate, or 1.5 – 2 years if you’re a Masters candidate.
The key to staying on track and completing your thesis on time is to plan your research project effectively. The two most important tools for planning your research project are milestones and timelines. You’ll need to provide your milestones and a timeline when you complete your annual Research Progress Review .
Milestones are the steps a candidate needs to take to achieve their goals. While you should develop your milestones in consultation with your supervisor, you should start by generating a list of possible milestones that are achievable and realistic, and have specific dates for when they should be achieved. That is, they should always be written using the “SMART” principles.
The Graduate Research School (GRS) runs a Research Progress Review Seminar that outlines how to develop realistic and achievable milestones and timelines, and get the best out of your Reviews. For information on the next offering, please visit this page .
Can’t make it to the next Seminar? Watch a recording of the last session and download a copy of the slides here .
UNSW Webpages Your Progress Research Progress Review and Confirmation of Research Candidatures Procedure
External Resources iThinkwell HDR templates Raul Pacheco-Vega, PhD Resources
Graduate Research School, Level 2, Rupert Myers Building (South Wing), UNSW Sydney NSW 2052 Australia Telephone +61 2 93855500 Dean of Graduate Research, Professor Jonathan Morris. UNSW CRICOS Provider Code: 00098G TEQSA Provider ID : PRV12055 ABN: 57 195 873 179
Project plans are maps that chart the course of your projects. As you plan your project , you’ll begin to map out the tasks, dependencies, deadlines, and assignments.
But don’t forget a very important component of any project plan: milestones.
In this article, we’ll explain the meaning of a milestone in project management and share practical examples of project milestones you might use when planning a project of your own.
Project milestones are checkpoints in your plan that mark important events, dates, decisions, and deliverables so it’s easy for your team and stakeholders to map forward progress on the project.
Milestones indicate a change in stage or development and act as signposts throughout the course of your project, helping you ensure everything stays on track. Without milestone tracking, you’re just monitoring tasks and not necessarily following the right path in your project.
Determining what should be a task or milestone can be difficult on larger initiatives—or projects that are new-to-you. If you’ve ever been confused about what is (or isn't) a milestone in your gantt chart, ask yourself these questions:
If you answered yes to any of these questions, you’re looking at a milestone.
Milestones are given additional significance over tasks in a plan so the team and stakeholders can focus on forward momentum while the project manager monitors the pace and progress of work.
Here’s how to tell the difference between milestones vs tasks when scheduling your timeline in TeamGantt:
Lay a clear path to success with a visual plan that’s easy to understand, and keep everyone in sync with flexible workflows and team collaboration.
Milestones are powerful components in project management because they make it easier to keep work on track. Let’s look at 5 simple examples of milestones you might include in your project plan:
Project milestones do more than just show progress—they can help you communicate what’s happening with your project.
When creating a gantt chart , milestones provide an easy way to see major dates or deliverables at a glance. That means anyone who views your gantt chart can quickly tell where things are at any given moment.
Now that you understand what a milestone is and why it’s important, let’s dig a little deeper and explore 3 common ways you can use milestones to benefit your projects.
No plan is ever complete without a list of deadlines ! The best way to make them noticeable is to use the project management milestones and deliverables technique. What does this mean? Make the deliverables project milestones!
Why do this? Well, it’s no secret that not everyone wants to pore over your beautiful project plan to find key dates. Most people—your teammates included—want a top-level view of key dates and events. Milestones are great for this purpose because they’re called out in a special way—usually with a diamond symbol—in project plans.
While you should list the tasks and effort leading up to a project milestone, be sure to present the milestone at the end of those tasks to signify a delivery, or even a presentation of, the deliverable.
Here's an example of how one team uses milestones to track an important deadline in their project.
Are there days from now until the end of your project that could impact your project in some way? Maybe your team will be out of the office for a mandatory training. Or perhaps there’s a board meeting you’re expected to attend.
It’s important to keep all of these important events in mind when you’re planning a project because they could possibly impact your project schedule . So why not include them as project milestones so you can track them all in one place?
In this example, the team’s off-site strat-op meeting has been added to the project plan as a milestone so work can be scheduled around it.
Many projects rely on the work produced by external teams or partners to make forward progress. If you’re not tracking those external factors somewhere, there’s a great chance you’ll forget to follow-up on it.
That’s why it’s important to list these deliverables as project milestones if you’re working on a project that depends on someone or something outside of your project. Here’s an example of how you might use a milestone to track a client approval.
Once you’ve mapped out your overall process and plan with your team, you can add tasks, identify gantt chart milestones, and determine task owners. Project milestones are easy to create and track because you’ve called out the most important points in your project.
Let’s take a quick look at how project milestones work in TeamGantt.
You can set a milestone for your project in just a couple of clicks in TeamGantt. This quick tutorial shows you how to add milestones to your project schedule once you’ve signed up for a TeamGantt account.
Need to change a task to a milestone on your gantt chart? Simply follow these steps:
Nothing’s quite as satisfying as checking a major milestone off your list! To update the status of a milestone in TeamGantt, simply click the checkbox in the Progress column of your gantt chart to mark it as complete.
Want to give clients and stakeholders a high-level view of the project? Follow these steps to share a PDF of key project milestones in your gantt chart.
From Gantt view, click the All Dates menu at the top of your gantt chart, and select Only Milestones from the drop-down.
Navigate to your project's Menu , and select Print/Export PDF from the drop-down.
Customize your PDF settings, then click View PDF to complete the export. From there, you can download and/or print your PDF to share with clients and stakeholders.
Who would have thought such a critical step could be so easy?
TeamGantt makes it easy to create, track, and collaborate on all your project milestones so nothing slips through the cracks.
You’ll have all the features you need to ensure projects finish on time and under budget—from drag and drop simplicity and team collaboration to customizable views and workload management.
Best of all, it’s all wrapped up in a simple and intuitive interface your whole team will love. 😍
Give TeamGantt a free try today!
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The arsenal of project management tools looks incomplete without milestones. This vital tool helps project teams to identify what must be done to achieve their goals and boost their productivity.
Having project milestones examples at hand stimulates the right synergy among your team and ensures the desired project outcomes.
Below you’ll find the examples of milestones in project management that will help you better understand their roles and destination in many industries and areas. But first, let’s briefly review some theoretical basics.
A milestone is a specific point of progress as you move along your project timeline. This checkpoint highlights the successful completion of major tasks and events within your project.
Milestones are not events, as many define them. The Project Management Institute (PMI) notes that they should describe what you want to achieve and when you get there. However, many people avoid this level of precision. When they define milestones as events, their attention diverts from what the project is supposed to deliver.
Project teams strive to hit milestones to finish work on time and reach the rest of the goals. They use them to divide a timeline into stages to signify the overall progress.
These checkpoints are typically defined during the planning phase. They help to break down the project into manageable sections and systematize everything so that the team can feel less overwhelmed or stressed.
They are also helpful when you care about creating a project plan from the ground up. They allow for a clear schedule that includes all significant events to expect along the way.
Milestones help to spot potential bottlenecks. When the deadlines are not being hit, managers can define why and what blockers the team may be experiencing that are holding up the entire process.
Since the use of any concepts and tools is better understood through practical cases, we recommend you delve deeper into the most widely used milestones project management examples.
There are different milestones for various projects and industries, from construction to the IT sector.
Among the most used construction PM milestones examples, we can define:
If you are looking for the software development milestones examples, you will indeed find the cases related to:
Besides, project teams set these checkpoints in such industries as:
No matter how big or small your project is, here are some major project milestones examples that you can set as a way to keep your team on track.
We’ll divide them into the following groups:
1. project approval.
Project approval is typically the first key checkpoint in a project’s life cycle.
When you have approval from the senior management and stakeholders, you get a “green light” to begin your work. Here’s how it can be visualized in GanttPRO online Gantt chart maker :
A project plan includes all critical details, from key goals to schedules. They can have regular adjustments. However, it is crucial to implement them to let all team members understand how to reach their final objectives.
When teams start any project, they have to make sure that enough funding is available to carry out all required tasks. Besides, it is crucial to compensate all team members for their work.
You should also secure enough funding to provide for unexpected changes that can incur costs.
Before designing processes, customers usually want to be aware of the expectations for the projected revisions and hours they will take.
They will feel more confident if they understand what is being done and why it is so. When you involve stakeholders, you can get feedback easily and reach the approval milestone much more quickly.
This example involves activities to prepare team members for the project better. For example, knowledge transfer to the operations team.
You can hold training activities by your in-house team or outsource if specialized knowledge is required.
Many projects in various industries require external vendors. It prompts managers to research and analyze the market to find the best fit.
When the needs are identified, they send proposal requests to multiple vendors where the executive summary, requirements, and proof of concept are listed. As responses are received, milestones can be marked off for every vendor spot.
8. project requirements review.
Before the project is approved, your team should consider such a checkpoint as reviewing the project requirements. For this milestone, you have to closely go over the plan with your customers and consider things like:
When all these details are defined, your team will have a better idea of what to expect along the way.
Sometimes teams set milestones for themselves to focus on critical tasks that need to be completed.
Do not forget that tasks or action items are the building blocks of your project. Some of them will take longer to complete than others. Therefore, they differ from milestones, as these checkpoints do not have a duration assigned to them, and they group particular tasks.
KPIs are Key Performance Indicators. They represent measurable goals that help to track the overall performance of projects.
As an example, KPIs can include actual costs, ROI (return on investment), resource utilization, and so on. These metrics must be actionable and straightforward and allow measuring success.
Making sure that your key stakeholders have enough time to share their feedback is also one of the actual examples of checkpoints.
Whether it is an executive or a customer, it’s critical to consider all their feedback. Perhaps you will have to alter your milestones to ensure the project moves forward (whether negative or positive feedback).
12. testing stages.
Many projects in engineering or construction fields need to go through testing and evaluation stages.
These stages include checking all systems, such as IT, electrical, and security. You can set a single milestone with multiple tasks for each test, or choose key points to separate the process for all individual systems.
You can find numerous issues during testing. New milestones can be scheduled to make adjustments or repair possible defects.
Defects may relate to the design, materials, or quality. There are also latent defects that can not be discovered until years after the project’s completion.
When your team has finished creating the product and tested it, everything seems to be ready. However, do not rush to celebrate.
It would be better to care about how to present the project to the key stakeholders. If it meets all the requirements, then your stakeholders will approve it.
Make sure you don’t confuse the key milestone and deliverable examples. These are different concepts, although, in a particular context, they may overlap.
What is the difference between PM milestones and deliverables examples?
A team develops a deliverable in alignment with the project goals. It is a measurable and tangible outcome.
As you remember, a milestone is a checkpoint throughout the project’s life that identifies when one or many activities have been completed, thus implying that a significant point in the project has been reached.
A deliverable is a quantifiable result, such as a product or service. A milestone is a crucial moment in the project’s lifecycle.
Sometimes, completed checkpoints can result in deliverables. However, that is not always the case.
For example, completing the first version of your blog is a deliverable and a milestone. However, the key stakeholders’ approval isn’t necessarily a deliverable, even though it’s a milestone.
Now you know many examples of PM milestones, so the only thing you miss is a proper online management tool.
Use the power of Gantt chart milestones to cater to all your project needs.
GanttPRO will help you to work with milestones and go through some initial steps while creating your project. Here’re these steps.
Setting objectives and goals is required for any project. Well-determined objectives will show you how you’ll accomplish the key goal.
Sign up to start a new project in GanttPRO. Open the Create a new project page and enter all the required fields there.
It’s high time to split your project into tasks and subtasks to systematize all things and make them easy to track. With the online Gantt chart maker, you’ll easily break even the massive project into smaller chunks. You’ll be able to track it 24/7 as every single task on a timeline will have a built-in project status bar.
Click Add task/subtask on the timeline and set all needed parameters.
Now you can arrange all tasks and group them according to various project phases. Define the most critical tasks, the tasks that need special approval, and then highlight the checkpoints.
In GanttPRO, you can follow two ways to add milestones to your Gantt chart .
1) Click on three dots on the right of the task setting line. Select Add a sibling milestone or Add a child milestone .
2) Just click the button Add a milestone directly.
The tool allows naming your milestones, changing their dates, dragging them, and setting dependencies with tasks and milestones themselves.
You can also set task dependencies and milestones dependencies. Click the white circles that w ill appear and drag the dependency line to the task or the milestone you want to link it to.
In GanttPRO, you can invite people who are already part of your project and assign any task you want. Task settings will help you to figure this out.
Finally, you can export your project with all its tasks, dependencies, and milestones, using friendly GanttPRO options. Choose to export your chart to PNG, PDF, XML, or Excel.
Hopefully, these steps seemed clear to you. Feel free to explore many more exciting opportunities and features in GanttPRO!
Never forget that milestones are key events that determine your project’s success. They assist in tracking the progress and serve as checkpoints that keep you focused on your overall goals.
To make the most out of these checkpoints, make sure your project is organized and structured well. Keep in mind all the examples listed above and choose a proper management tool to succeed. GanttPRO is ready to help you plan and organize your work with ease!
Paolo Kukhnavets
Paolo writes about the exciting world of project management, innovative tools, planning strategies, time management, productivity, and more. He has a professional journalism education, over ten years of writing experience, and a vast bag of enthusiasm to comprehend and learn new things every day. In his other life, he is addicted to traveling, gym, and sci-fi movies. He cycles and runs a lot.
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In project management, there are few tools as effective and illuminating as the Gantt chart . This simple yet powerful visual tool is invaluable for anyone overseeing a complex task, including research project proposals. It is particularly beneficial in the early stages of a project, where meticulous planning is required to ensure that all elements of the project are understood, accounted for, and scheduled appropriately. Therefore, whether you're an academic researcher, a project manager in a corporate setting, or even a student planning your thesis, understanding how to create and use a Gantt chart can be a significant asset.
A Gantt chart, named after its creator, Henry Gantt, an American mechanical engineer and management consultant, is a type of bar chart that visually represents a project schedule. It was first developed in the early 20th century and has since become a staple in project management across various fields and industries. Today, it's used by project managers in sectors like construction, software development, research and development, and more.
At its core, a Gantt chart consists of two main components: tasks and time. The tasks related to the project are listed on the vertical axis, while the horizontal axis represents time. Each task is represented by a horizontal bar, the length of which corresponds to the duration of the task.
Make your own Gantt chart in Gleek .
Gantt charts are incredibly useful for planning and scheduling projects, tracking progress, and managing dependencies between tasks. They provide a clear visualization of the project timeline and help to identify potential bottlenecks and overlaps. This makes them an ideal tool for coordinating teams, allocating resources, and keeping stakeholders informed.
The versatility of Gantt charts solves numerous problems faced by project managers. They simplify complex projects by breaking them down into manageable tasks and visualizing their sequence and duration. This can help in avoiding over-scheduling, underestimating deadlines, and mismanaging resources.
Whether you're a seasoned project manager or a student working on a research proposal, mastering the use of Gantt charts can significantly streamline your project planning process and enhance your team's productivity.
Creating an effective research project proposal diagram requires several key components. These elements provide a comprehensive overview of the project, including its timeline, tasks, and significant milestones.
Project Stages: Each stage of your research project should be clearly defined. This can include the literature review, methodology development, data collection and analysis, results compilation, proposal drafting, peer review, and final edits.
Timeline: The timeline provides a visual representation of the project's duration. It should outline the start and end dates of the project, as well as the estimated completion time for each stage.
Tasks: Each task within the project stages should be clearly outlined. This includes what needs to be done, who is responsible for it, and when it should be completed.
Milestones: Milestones mark significant achievements or phases in your project. These can help track progress and ensure that the project is moving forward as planned.
Dependencies: Dependencies show the relationship between different tasks. It's crucial to highlight how the delay in one task can impact others.
Status: The status of each task and stage helps monitor the project's progress. It can indicate whether a stage is completed, in progress, or yet to start.
Notes/Comments: Any additional information, observations, or feedback about the project can be included here. This could be insights gained during the research, changes made to the project plan, or issues that have arisen.
By incorporating these components into your diagram, you can create a well-structured, transparent, and efficient project proposal.
Step 1: launching gleek and selecting 'new diagram'.
First, launch Gleek.io in your web browser. Once you're in, select 'New Diagram' from the options available. In the diagram type, choose 'Gantt'.
The research project initiates with an active phase dedicated to defining research goals, which commenced on December 15, 2023, lasting for a week. This phase involves brainstorming, outlining objectives, and establishing the research's overarching scope.
Transitioning to the next stage, we have the completed 'Literature Review' phase spanning two weeks. This phase entails an in-depth analysis, sourcing relevant publications, synthesizing existing knowledge, and aligning it with the predefined research goals.
Progressing to the 'Methodology Design' phase, currently active for three weeks, this stage intricately structures the research approach. It involves designing methodologies, frameworks, and strategies based on insights gleaned from the literature review, ensuring a robust research plan.
Following the planning stages is the critical 'Data Collection' phase, slated for four weeks. This phase involves meticulously gathering and assembling primary data, employing various methodologies such as surveys, experiments, or interviews, aligning with the established research framework.
Post-data collection, the active 'Data Analysis' phase spans three weeks. This phase engages in thorough data examination, statistical analysis, and deriving insights from the accumulated information. It involves identifying patterns, correlations, or trends relevant to the research objectives.
Subsequently, the 'Results Compilation' phase consolidates and organizes the analyzed data over two weeks, presenting it in a coherent format. This phase involves preparing comprehensive reports, graphs, or summaries, showcasing the findings derived from the data analysis stage.
Advancing further, the active 'Drafting Proposal' phase, extending over three weeks, involves crafting the research proposal. It includes outlining the research problem, detailing methodologies, and structuring a cohesive proposal aligned with the project's objectives.
Upon completion of the draft, the two-week 'Peer Review' phase gathers insights and constructive feedback from peers or subject experts. It involves peer evaluations, discussions, and recommendations aimed at refining and enhancing the proposal's quality.
Finally, the one-week active 'Final Edits' phase focuses on meticulous revisions, addressing feedback, and ensuring the proposal's completeness, accuracy, and compliance with set standards. This stage includes proofreading, formatting, and polishing the final document.
The 'Proposal Submission' milestone, set for May 15, 2024, marks the conclusive stage, signifying the submission of the crafted and refined research proposal for evaluation and potential implementation.
And there you have it! Your Research Project Proposal Gantt Chart is now complete.
This comprehensive diagram, with its clearly defined stages, tasks, timeline, dependencies, resources, and status, provides a holistic view of your research project. It not only serves as a visual representation of the entire project but also acts as a roadmap guiding you from the initial brainstorming phase to the final proposal submission. Utilizing such a diagram can greatly enhance your project planning and execution, ensuring all aspects are considered, dependencies are taken into account, and milestones are tracked. It fosters better coordination, communication, and understanding among team members, leading to more efficient and effective project management.
Gleek.io is a powerful tool that can further enrich your project planning needs. It's an intuitive app designed to help you visualize complex ideas, processes, and systems through various types of diagrams. Whether you need to create a flowchart, UML diagram, or even a Gantt chart like the one we've just built, Gleek.io makes the process straightforward and hassle-free.
With its keyboard-centric approach, Gleek.io allows you to create diagrams faster than traditional drag-and-drop tools. You can quickly jot down your ideas and see them evolve into structured diagrams in real-time, making it an ideal tool for brainstorming sessions, project planning, and presentations.
In conclusion, Gleek.io is more than just a diagramming tool. It's a platform that enables you to visualize your thoughts, communicate complex ideas simply, and manage your projects more effectively. Give it a try for your next project and experience the difference it can make!
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https://www.vitae.ac.uk/doing-research/doing-a-doctorate/starting-a-doctorate/typical-milestones-in-a-doctorate
This page has been reproduced from the Vitae website (www.vitae.ac.uk). Vitae is dedicated to realising the potential of researchers through transforming their professional and career development.
These milestones are representative of most research projects, but you may want to add and remove milestones to match your own project.
Early on you will be establishing the foundations of your research, typically surveying literature, refining your research question and learning to use relevant methodologies, resources and equipment.
Set yourself some early targets designed to deepen your understanding of the 'problem' or the issues around your research.
You should also develop a number of targets (how much? what? where? and when?) for this phase of the project.
You will still be collecting data at this point but may also be undertaking some analysis. You should also be beginning to work towards concentrating on the most productive parts of your research and identifying an end point.
You will need to complete your 'solution' or framing of the argument, tie up loose ends and check for any emerging new literature.
Finally you should be pulling the writing that you have done already into a thesis format, editing, proofing and then submitting the thesis.
It is a good idea to assign a time frame to these milestones, taking into account activities that must start or stop at specific times. Don't worry if your research is not conforming to this pattern exactly, but make sure to work to a plan. Writing up should not be left until the last six months, but is best done all the way through your research, with the final period focused on editing rather than producing new material.
The goal of a research proposal is twofold: to present and justify the need to study a research problem and to present the practical ways in which the proposed study should be conducted. The design elements and procedures for conducting research are governed by standards of the predominant discipline in which the problem resides, therefore, the guidelines for research proposals are more exacting and less formal than a general project proposal. Research proposals contain extensive literature reviews. They must provide persuasive evidence that a need exists for the proposed study. In addition to providing a rationale, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and benefits derived from the study's completion.
Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005.
Your professor may assign the task of writing a research proposal for the following reasons:
A proposal should contain all the key elements involved in designing a completed research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the findings of the study and your analysis of those findings. Finally, an effective proposal is judged on the quality of your writing and, therefore, it is important that your proposal is coherent, clear, and compelling.
Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:
Common Mistakes to Avoid
Procter, Margaret. The Academic Proposal. The Lab Report. University College Writing Centre. University of Toronto; Sanford, Keith. Information for Students: Writing a Research Proposal. Baylor University; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences, Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.
Beginning the Proposal Process
As with writing most college-level academic papers, research proposals are generally organized the same way throughout most social science disciplines. The text of proposals generally vary in length between ten and thirty-five pages, followed by the list of references. However, before you begin, read the assignment carefully and, if anything seems unclear, ask your professor whether there are any specific requirements for organizing and writing the proposal.
A good place to begin is to ask yourself a series of questions:
In general, a compelling research proposal should document your knowledge of the topic and demonstrate your enthusiasm for conducting the study. Approach it with the intention of leaving your readers feeling like, "Wow, that's an exciting idea and I can’t wait to see how it turns out!"
Most proposals should include the following sections:
I. Introduction
In the real world of higher education, a research proposal is most often written by scholars seeking grant funding for a research project or it's the first step in getting approval to write a doctoral dissertation. Even if this is just a course assignment, treat your introduction as the initial pitch of an idea based on a thorough examination of the significance of a research problem. After reading the introduction, your readers should not only have an understanding of what you want to do, but they should also be able to gain a sense of your passion for the topic and to be excited about the study's possible outcomes. Note that most proposals do not include an abstract [summary] before the introduction.
Think about your introduction as a narrative written in two to four paragraphs that succinctly answers the following four questions :
II. Background and Significance
This is where you explain the scope and context of your proposal and describe in detail why it's important. It can be melded into your introduction or you can create a separate section to help with the organization and narrative flow of your proposal. Approach writing this section with the thought that you can’t assume your readers will know as much about the research problem as you do. Note that this section is not an essay going over everything you have learned about the topic; instead, you must choose what is most relevant in explaining the aims of your research.
To that end, while there are no prescribed rules for establishing the significance of your proposed study, you should attempt to address some or all of the following:
III. Literature Review
Connected to the background and significance of your study is a section of your proposal devoted to a more deliberate review and synthesis of prior studies related to the research problem under investigation . The purpose here is to place your project within the larger whole of what is currently being explored, while at the same time, demonstrating to your readers that your work is original and innovative. Think about what questions other researchers have asked, what methodological approaches they have used, and what is your understanding of their findings and, when stated, their recommendations. Also pay attention to any suggestions for further research.
Since a literature review is information dense, it is crucial that this section is intelligently structured to enable a reader to grasp the key arguments underpinning your proposed study in relation to the arguments put forth by other researchers. A good strategy is to break the literature into "conceptual categories" [themes] rather than systematically or chronologically describing groups of materials one at a time. Note that conceptual categories generally reveal themselves after you have read most of the pertinent literature on your topic so adding new categories is an on-going process of discovery as you review more studies. How do you know you've covered the key conceptual categories underlying the research literature? Generally, you can have confidence that all of the significant conceptual categories have been identified if you start to see repetition in the conclusions or recommendations that are being made.
NOTE: Do not shy away from challenging the conclusions made in prior research as a basis for supporting the need for your proposal. Assess what you believe is missing and state how previous research has failed to adequately examine the issue that your study addresses. Highlighting the problematic conclusions strengthens your proposal. For more information on writing literature reviews, GO HERE .
To help frame your proposal's review of prior research, consider the "five C’s" of writing a literature review:
IV. Research Design and Methods
This section must be well-written and logically organized because you are not actually doing the research, yet, your reader must have confidence that you have a plan worth pursuing . The reader will never have a study outcome from which to evaluate whether your methodological choices were the correct ones. Thus, the objective here is to convince the reader that your overall research design and proposed methods of analysis will correctly address the problem and that the methods will provide the means to effectively interpret the potential results. Your design and methods should be unmistakably tied to the specific aims of your study.
Describe the overall research design by building upon and drawing examples from your review of the literature. Consider not only methods that other researchers have used, but methods of data gathering that have not been used but perhaps could be. Be specific about the methodological approaches you plan to undertake to obtain information, the techniques you would use to analyze the data, and the tests of external validity to which you commit yourself [i.e., the trustworthiness by which you can generalize from your study to other people, places, events, and/or periods of time].
When describing the methods you will use, be sure to cover the following:
V. Preliminary Suppositions and Implications
Just because you don't have to actually conduct the study and analyze the results, doesn't mean you can skip talking about the analytical process and potential implications . The purpose of this section is to argue how and in what ways you believe your research will refine, revise, or extend existing knowledge in the subject area under investigation. Depending on the aims and objectives of your study, describe how the anticipated results will impact future scholarly research, theory, practice, forms of interventions, or policy making. Note that such discussions may have either substantive [a potential new policy], theoretical [a potential new understanding], or methodological [a potential new way of analyzing] significance. When thinking about the potential implications of your study, ask the following questions:
NOTE: This section should not delve into idle speculation, opinion, or be formulated on the basis of unclear evidence . The purpose is to reflect upon gaps or understudied areas of the current literature and describe how your proposed research contributes to a new understanding of the research problem should the study be implemented as designed.
ANOTHER NOTE : This section is also where you describe any potential limitations to your proposed study. While it is impossible to highlight all potential limitations because the study has yet to be conducted, you still must tell the reader where and in what form impediments may arise and how you plan to address them.
VI. Conclusion
The conclusion reiterates the importance or significance of your proposal and provides a brief summary of the entire study . This section should be only one or two paragraphs long, emphasizing why the research problem is worth investigating, why your research study is unique, and how it should advance existing knowledge.
Someone reading this section should come away with an understanding of:
VII. Citations
As with any scholarly research paper, you must cite the sources you used . In a standard research proposal, this section can take two forms, so consult with your professor about which one is preferred.
In either case, this section should testify to the fact that you did enough preparatory work to ensure the project will complement and not just duplicate the efforts of other researchers. It demonstrates to the reader that you have a thorough understanding of prior research on the topic.
Most proposal formats have you start a new page and use the heading "References" or "Bibliography" centered at the top of the page. Cited works should always use a standard format that follows the writing style advised by the discipline of your course [e.g., education=APA; history=Chicago] or that is preferred by your professor. This section normally does not count towards the total page length of your research proposal.
Develop a Research Proposal: Writing the Proposal. Office of Library Information Services. Baltimore County Public Schools; Heath, M. Teresa Pereira and Caroline Tynan. “Crafting a Research Proposal.” The Marketing Review 10 (Summer 2010): 147-168; Jones, Mark. “Writing a Research Proposal.” In MasterClass in Geography Education: Transforming Teaching and Learning . Graham Butt, editor. (New York: Bloomsbury Academic, 2015), pp. 113-127; Juni, Muhamad Hanafiah. “Writing a Research Proposal.” International Journal of Public Health and Clinical Sciences 1 (September/October 2014): 229-240; Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005; Procter, Margaret. The Academic Proposal. The Lab Report. University College Writing Centre. University of Toronto; Punch, Keith and Wayne McGowan. "Developing and Writing a Research Proposal." In From Postgraduate to Social Scientist: A Guide to Key Skills . Nigel Gilbert, ed. (Thousand Oaks, CA: Sage, 2006), 59-81; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences , Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.
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Blog Business How to Write a Research Proposal: A Step-by-Step
Written by: Danesh Ramuthi Nov 29, 2023
A research proposal is a structured outline for a planned study on a specific topic. It serves as a roadmap, guiding researchers through the process of converting their research idea into a feasible project.
The aim of a research proposal is multifold: it articulates the research problem, establishes a theoretical framework, outlines the research methodology and highlights the potential significance of the study. Importantly, it’s a critical tool for scholars seeking grant funding or approval for their research projects.
Crafting a good research proposal requires not only understanding your research topic and methodological approaches but also the ability to present your ideas clearly and persuasively. Explore Venngage’s Proposal Maker and Research Proposals Templates to begin your journey in writing a compelling research proposal.
In a research proposal, include a clear statement of your research question or problem, along with an explanation of its significance. This should be followed by a literature review that situates your proposed study within the context of existing research.
Your proposal should also outline the research methodology, detailing how you plan to conduct your study, including data collection and analysis methods.
Additionally, include a theoretical framework that guides your research approach, a timeline or research schedule, and a budget if applicable. It’s important to also address the anticipated outcomes and potential implications of your study. A well-structured research proposal will clearly communicate your research objectives, methods and significance to the readers.
Formatting a research proposal involves adhering to a structured outline to ensure clarity and coherence. While specific requirements may vary, a standard research proposal typically includes the following elements:
Writing a research proposal template in structured steps ensures a comprehensive and coherent presentation of your research project. Let’s look at the explanation for each of the steps here:
Step 1: title and abstract.
Select a concise, descriptive title and write an abstract summarizing your research question, objectives, methodology and expected outcomes. The abstract should include your research question, the objectives you aim to achieve, the methodology you plan to employ and the anticipated outcomes.
In this section, introduce the topic of your research, emphasizing its significance and relevance to the field. Articulate the research problem or question in clear terms and provide background context, which should include an overview of previous research in the field.
Here, you’ll need to outline specific, clear and achievable objectives that align with your research problem. These objectives should be well-defined, focused and measurable, serving as the guiding pillars for your study. They help in establishing what you intend to accomplish through your research and provide a clear direction for your investigation.
In this part, conduct a thorough review of existing literature related to your research topic. This involves a detailed summary of key findings and major contributions from previous research. Identify existing gaps in the literature and articulate how your research aims to fill these gaps. The literature review not only shows your grasp of the subject matter but also how your research will contribute new insights or perspectives to the field.
Describe the design of your research and the methodologies you will employ. This should include detailed information on data collection methods, instruments to be used and analysis techniques. Justify the appropriateness of these methods for your research.
Construct a detailed timeline that maps out the major milestones and activities of your research project. Break the entire research process into smaller, manageable tasks and assign realistic time frames to each. This timeline should cover everything from the initial research phase to the final submission, including periods for data collection, analysis and report writing.
It helps in ensuring your project stays on track and demonstrates to reviewers that you have a well-thought-out plan for completing your research efficiently.
Identify all the resources that will be required for your research, such as specific databases, laboratory equipment, software or funding. Provide details on how these resources will be accessed or acquired.
If your research requires funding, explain how it will be utilized effectively to support various aspects of the project.
Address any ethical issues that may arise during your research. This is particularly important for research involving human subjects. Describe the measures you will take to ensure ethical standards are maintained, such as obtaining informed consent, ensuring participant privacy, and adhering to data protection regulations.
Here, in this section you should reassure reviewers that you are committed to conducting your research responsibly and ethically.
Articulate the expected outcomes or results of your research. Explain the potential impact and significance of these outcomes, whether in advancing academic knowledge, influencing policy or addressing specific societal or practical issues.
Compile a comprehensive list of all the references cited in your proposal. Adhere to a consistent citation style (like APA or MLA) throughout your document. The reference section not only gives credit to the original authors of your sourced information but also strengthens the credibility of your proposal.
Include additional supporting materials that are pertinent to your research proposal. This can be survey questionnaires, interview guides, detailed data analysis plans or any supplementary information that supports the main text.
Appendices provide further depth to your proposal, showcasing the thoroughness of your preparation.
1. how long should a research proposal be.
The length of a research proposal can vary depending on the requirements of the academic institution, funding body or specific guidelines provided. Generally, research proposals range from 500 to 1500 words or about one to a few pages long. It’s important to provide enough detail to clearly convey your research idea, objectives and methodology, while being concise. Always check
The research plan is pivotal to a research project because it acts as a blueprint, guiding every phase of the study. It outlines the objectives, methodology, timeline and expected outcomes, providing a structured approach and ensuring that the research is systematically conducted.
A well-crafted plan helps in identifying potential challenges, allocating resources efficiently and maintaining focus on the research goals. It is also essential for communicating the project’s feasibility and importance to stakeholders, such as funding bodies or academic supervisors.
Mastering how to write a research proposal is an essential skill for any scholar, whether in social and behavioral sciences, academic writing or any field requiring scholarly research. From this article, you have learned key components, from the literature review to the research design, helping you develop a persuasive and well-structured proposal.
Remember, a good research proposal not only highlights your proposed research and methodology but also demonstrates its relevance and potential impact.
For additional support, consider utilizing Venngage’s Proposal Maker and Research Proposals Templates , valuable tools in crafting a compelling proposal that stands out.
Whether it’s for grant funding, a research paper or a dissertation proposal, these resources can assist in transforming your research idea into a successful submission.
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Home » How To Write A Research Proposal – Step-by-Step [Template]
Table of Contents
Writing a Research proposal involves several steps to ensure a well-structured and comprehensive document. Here is an explanation of each step:
4. Literature Review:
The format of a research proposal may vary depending on the specific requirements of the institution or funding agency. However, the following is a commonly used format for a research proposal:
1. Title Page:
2. Abstract:
3. Introduction:
5. Research Objectives:
6. Methodology:
7. Timeline:
8. Resources:
9. Ethical Considerations:
10. Expected Outcomes and Significance:
11. References:
12. Appendices:
Here’s a template for a research proposal:
1. Introduction:
2. Literature Review:
3. Research Objectives:
4. Methodology:
5. Timeline:
6. Resources:
7. Ethical Considerations:
8. Expected Outcomes and Significance:
9. References:
10. Appendices:
Title: The Impact of Online Education on Student Learning Outcomes: A Comparative Study
1. Introduction
Online education has gained significant prominence in recent years, especially due to the COVID-19 pandemic. This research proposal aims to investigate the impact of online education on student learning outcomes by comparing them with traditional face-to-face instruction. The study will explore various aspects of online education, such as instructional methods, student engagement, and academic performance, to provide insights into the effectiveness of online learning.
2. Objectives
The main objectives of this research are as follows:
3. Methodology
3.1 Study Design
This research will utilize a mixed-methods approach to gather both quantitative and qualitative data. The study will include the following components:
3.2 Participants
The research will involve undergraduate students from two universities, one offering online education and the other providing face-to-face instruction. A total of 500 students (250 from each university) will be selected randomly to participate in the study.
3.3 Data Collection
The research will employ the following data collection methods:
3.4 Data Analysis
Quantitative data will be analyzed using statistical software, employing descriptive statistics, t-tests, and regression analysis. Qualitative data will be transcribed, coded, and analyzed thematically to identify recurring patterns and themes.
4. Ethical Considerations
The study will adhere to ethical guidelines, ensuring the privacy and confidentiality of participants. Informed consent will be obtained, and participants will have the right to withdraw from the study at any time.
5. Significance and Expected Outcomes
This research will contribute to the existing literature by providing empirical evidence on the impact of online education on student learning outcomes. The findings will help educational institutions and policymakers make informed decisions about incorporating online learning methods and improving the quality of online education. Moreover, the study will identify potential challenges and opportunities related to online education and offer recommendations for enhancing student engagement and overall learning outcomes.
6. Timeline
The proposed research will be conducted over a period of 12 months, including data collection, analysis, and report writing.
The estimated budget for this research includes expenses related to data collection, software licenses, participant compensation, and research assistance. A detailed budget breakdown will be provided in the final research plan.
8. Conclusion
This research proposal aims to investigate the impact of online education on student learning outcomes through a comparative study with traditional face-to-face instruction. By exploring various dimensions of online education, this research will provide valuable insights into the effectiveness and challenges associated with online learning. The findings will contribute to the ongoing discourse on educational practices and help shape future strategies for maximizing student learning outcomes in online education settings.
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Lucija Bakić
September 6, 2024
Project milestones are the most significant events of your project life cycle.
Knowing how to determine and manage key milestones helps project teams deliver project deliverables within the scheduled time frame. They also provide a critical point for gauging progress on critical tasks by analyzing various project management metrics . On the other hand, mishandling milestones in project management can easily snowball and impact your project outcomes. To support successful project completion, this article will:
Project milestones are key checkpoints or significant events within a project timeline that help track progress toward project completion. Milestones help project teams progress successfully through various project phases of their end to end project management , including project initiation, planning, execution, and closure.
Milestones don’t represent work that needs to be budgeted or scheduled for, in of itself. Instead, they are pivotal moments that represent major progress in project timelines. As such, each milestone usually consists of a network of tasks that must be completed. These tasks have defined start and end dates, allocated employees, and associated costs. Milestones often coincide with deliverables , though not always. For example, a marketing project can have milestones such as: copywriting, launching campaigns, and executing PR efforts.
Project management milestones vary based on the type of project, including industry, complexity, and client specifics. Some generic examples of project milestones include:
Milestones usually consist of smaller checkpoints that should be tracked, targeted, and measured for performance. For example, in a website development project , a major milestone would frequently include a) completing specification, b) developing a feature, c) finalizing QA.
Here are some tips on how you can ensure that your project milestones are set up appropriately to help you achieve project goals:
For each milestone, it’s crucial to assign a specific person or team responsible for its completion. This individual or group will closely monitor progress and ensure all tasks leading up to the milestone are executed on time and within scope. This helps clarify ownership and increase accountability. This could be a senior role, such as an Engineering or Design Lead, but it can also be (and often is) filled by one of the managerial roles in the agency.
Exit criteria provide a list of things a milestone should accomplish, including the state of the project at milestone completion ( cost variance , schedule, scope). This should be defined as early as possible to increase the odds of a milestone being completed successfully.
Your milestone length should match how volatile you expect the project to be. Shorter milestones help teams make the right adjustments since change is usually implemented at these junctures. Management can also then review and approve changes promptly.
Milestones should be communicated to all stakeholders so that the key points of the project lifecycle are clear. For clients, this means that they can schedule dates at which to review key deliverables and give approval or request changes, which will save you from constant back-and-forth before something is even finalized. For project teams, this increases focus, helps them identify challenges on time and collaborate more effectively to meet project goals. This is why visualizing key project phases in a milestone chart is a crucial strategy.
The most common project management tool for visualizing your milestone schedule is a Gantt chart . A Gantt chart usually uses a mix of symbols and color coding to provide a clear overview of the major phases of project development.
Organize your project lifecycle with Productive:
For example, Productive’s Gantt chart view uses a diamond icon to set milestones apart from tasks. You can color-code assignments by status or various custom fields; for example, green/orange/red tasks to their priority. You can also view and create task dependencies directly within the layouts, including blockers or linked tasks. You can also adjust dates directly within Gantt, which automatically affects all open dependencies.
Manage the critical path of your project more easily
You can get a more in-depth overview of your tasks by clicking on them within the Gantt view, which opens up a sidebar. For more granular tracking, switch to the List or Board project view.
Manage and collaborate on key tasks with project stakeholders
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To report on your key milestones, you can create a project progres s report. This type of resource contains all crucial project information, including milestones, budgeting status, project schedules, and future outcomes.
Create a custom project progress report with Productive’s Reporting
To share this data, you can automate your sending with Productive’s Pulse (to Slack or email) or create custom dashboards and add specific reports with widgets. With the Client Portal , you can also add clients to your boards and use permissions to control what users can see and do on the platform. This helps make feedback loops quicker and improves overall client relationships.
We also love the ability to invite our clients into the projects. It’s great to have the ability to have your project managers and clients talk directly and not having to worry about catching up on emails at 8PM. This also lets the client see how much work is actually going into the project and you can see that they have a greater appreciation for what we do .
Alex Streltsov, General Manager at Prolex Media
Learn how you can support your agency operations with Productive. Another key thing to do after project completion is to hold a postmortem review . While it won’t improve your current project outcomes, a postmortem is important for establishing good practices and improving on mistakes for future projects.
According to a survey by PMI, an average of 11% of investment is wasted due to poor project performance. To avoid this, here’s an overview of the critical mistakes that can occur in the milestone management process (and how to mitigate them):
Productive is an all-in-one project management software for agencies of all shapes and sizes.
Switch between multiple views to organize your project plan
To manage your project progress successfully, you can use key features such as:
For more robust agency management , Productive offers budgeting, billing, scheduling, and forecasting features. This allows you to keep an eye on your project metrics, but also ensure your long-term profitability.
Visualize and manage project data in real time
For example, the Budgeting and Profitability charts provide real-time overviews of your budget burn, revenue, and profit margin. By using the Resource Planning feature, you can also forecast all of these metrics to spot potential risks and implement corrective measures ahead of time.
Streamline your project reporting:
Finally, Productive’s Reporting gathers data from all of your project activities to deliver timely insights. You can use one of the 50+ agency-focused templates, or create your own report from scratch. Book a demo with Productive today to manage your entire project.
How do milestones differ in agile project management compared to traditional project management?
In agile project management, project milestones may represent the completion of sprints or iterations, with frequent reassessment and adjustment based on evolving requirements. In traditional project management, milestones are often more fixed, representing key deliverables or phase completions within a linear project timeline.
How can I prioritize milestones in a multi-phase project?
To prioritize project milestones in complex projects, use the critical path method to identify deliverables or phases that directly impact project success or stakeholder expectations. Assign higher priority to project milestones that are essential for moving to the next phase, achieving client approval, or addressing high-risk areas of the project.
How can missed milestones affect overall project performance?
Missing project milestones can lead to project delays, increased costs, and potential scope creep. It can also impact stakeholder confidence and reduce team morale. Addressing missed milestones promptly with adjustments to the project plan or resources can help minimize these negative impacts.
How do I handle milestone changes mid-project?
If a milestone needs to be adjusted mid-project, communicate the change clearly to all stakeholders, reassess the project plan, and update the timeline and resource allocation as needed. Ensure that the new milestone aligns with the project’s goals and doesn’t introduce unrealistic expectations or additional risks.
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Over a third of projects fail because of budget overruns. Project milestones are effective scheduling tools that help prevent projects from going over budget. Milestones also help keep a project on track and deliver projects on time.
But what exactly are project milestones?
How are they different from deliverables or a bunch of tasks?
What are the best practices for identifying project milestones?
In this article, we’ll cover everything you need to know about milestones.
Let’s get started.
A project milestone marks a significant point in time in a project’s life cycle. It could be the start or end of a project. Or it could note the completion of an important phase.
When a project reaches this point in time, the milestone is achieved.
Alternatively, a project milestone can also be defined as a marker that signifies a change in the project’s state.
Project milestones act as markers throughout the project’s course. And ensure that a project stays on track.
Milestones are also effective scheduling tools.
With project milestones, you can break down a large, complex project into smaller phases. This helps deliver projects more predictably.
In summary, a project milestone tells us what the project is supposed to achieve at a pre-set date. It refers to a point in time and not a period. Milestones are about what we want to achieve, not how we achieve it.
It’s easy to mix-up project milestones with other project management concepts. So let’s quickly review the differences.
Goals represent the big picture of the objectives that you wish to achieve with your project. Milestones, on the other hand, are checkpoints on the journey to achieve a project’s goal.
For a new website design project, milestone examples are:
Deliverables are the output or the result of the project activities. Milestones are specific events in a project’s life cycle. Some milestones when achieved result in delivery.
For our example web design project, deliverables could be: brand elements, the actual website, and a maintenance service.
Whereas, for the project milestone example, “Freezing the style guide”, the deliverables could be a pdf style guide, brand imagery, etc.
The project schedule includes all the activities that need to be executed to complete a project. The schedule can be a high-level project roadmap. On the other hand, it can also be a task-level project plan.
Milestones are specific points in time on the project schedule.
For the fictional website design project, the project schedule starts at project kickoff and ends when the website is handed over to the client.
Tasks are the activities in your project with a start and an end time. They take time to complete. However, project milestones take no time to complete. They are just signposts to signify the time by which a group of tasks needs to be completed.
Let’s consider the project milestone example of “Freezing a style guide”. To achieve this milestone, the project team will have to complete tasks such as:
Because milestones are just a blip on the project timeline, it’s easy to underestimate their importance. Milestones are very powerful tools for planning, scheduling, and executing projects.
Milestones break down a large, complex project into smaller phases.
Depending on the requirements, your best team members and resources can be assigned to a phase. They in turn can concentrate on achieving a milestone by completing the tasks for the phase.
Milestones help you track project progress. It’s a way to measure how far you’ve come. And how far you’re from completing the project.
Most stakeholders are not interested in learning about the day-to-day tasks happening in a project. Yet, they want to stay informed about a project’s progress. Milestones come in handy when communicating progress.
According to a Gartner survey , over 35 percent of projects fail due to inaccurate requirements gathering.
You don’t want to wait until the last minute to verify the accuracy of a project’s requirements. That is where project milestones help. Milestones add checkpoints for both the project team as well as the stakeholders. And ensure that the project stays on track.
These checkpoints become even more critical when working with external vendors and partners. Milestones provide clear visual clues to suppliers for deliveries and stakeholders for approvals.
Milestones serve as reminders to stakeholders about important project events such as:
For teams, milestones indicate upcoming deadlines, deliverables, and impending supplies from vendors.
A project milestone doesn’t have to be about dry tasks and review meetings. It’s also an opportunity to congratulate your team and celebrate. Depending on your budget, you can give your team a thank you note, take them out to lunch, or even give a bonus.
Acknowledging your team’s achievements pays off in the long-term. It helps improve:
For small projects identifying milestones is fairly easy. We have seen the difference between tasks and milestones. But, in large, complex projects, things can become confusing.
Here are some ideas to help you identify milestones.
The best time to decide on milestones is early in the project’s life cycle — when you’re creating the project roadmap.
That’s because, at this stage, you don’t have a detailed, task-level plan. However, you do have the project requirements and deliverables.
Consider asking the following questions to identify project milestones.
Sometimes, you’ll also need to identify internal or team milestones.
At the end of this exercise, you’ll have a bunch of events that affect a project’s requirements, scope, budget, or timeline. Marking these milestones on your project roadmap will help your team and stakeholders clearly see what’s coming at them.
We have a full article about project milestone examples . Anyway, here are some common examples that you may want to include in your plan.
Creating too many milestones can add unnecessary complexity to your project schedule. On the other hand, creating too few may veer the project off-track.
In a nutshell, there’s no fixed number of milestones a project needs to have.
As long as you’ve covered the most important events in a project, you should be fine.
Milestone names should indicate completion or achievement. Here are some examples of good milestone labels:
You don’t want ambiguous, confusing, or generic milestone labels, such as, “Milestone 1”, “Feature 1 complete”, “Testing done”, etc.
There are some really good templates for the Microsoft office suite to visualize project milestones.
This milestone template for Powerpoint helps you create and visualize a project timeline along with milestones.
Or you can download this project milestone template for Microsoft Excel. Add your milestones below and the template automatically creates a visual timeline.
A template may seem like an attractive option to communicate important milestones in a project. However, templates come with a few limitations. Consider these limitations before going the template way.
Creating a milestone in Toggl Plan is super simple.
While you can create a milestone at any time, it’s recommended to freeze milestones early in the project’s life cycle. Sometimes even as early as when creating the project roadmap.
Arrange all the high-level tasks on your project timeline considering resource availability and dependencies. Next, identify project milestones by asking the questions we discussed earlier.
To add a milestone to your roadmap, click on the date at the top of the timeline. Enter the milestone name. And choose a color to differentiate it on the timeline.
You can also choose to make the milestone visible on other projects. This is very useful if your team is working on multiple projects simultaneously.
Toggl Plan makes it easy to work collaboratively with clients and stakeholders.
You can add clients and stakeholders as users to your Toggl Plan workspace. That way they can work with you to plan a project roadmap.
Sometimes you only want to keep stakeholders in the loop. With Toggl Plan, you can share a read-only view of the timeline. That way they won’t be able to make any changes to the plan, but can still stay in the loop.
Now you know what project milestones are, why they are important, and how to identify them. Armed with this knowledge, you’re ready to start planning projects and milestones.
To get started, you’ll need the right project planning tool.
Toggl Plan can help.
Toggl Plan makes it easy to plan milestones and track progress to hit deadlines.
The drag and drop timeline interface makes it easy to create high-level project roadmaps or detailed, task-level plans. Color-coded milestones give clear visual cues to your team and stakeholders of what’s coming next.
Best of all, Toggl Plan is easy to get started with and fun for your team to use every day.
Get started with Toggl Plan for free
Jitesh is an SEO and content specialist. He manages content projects at Toggl and loves sharing actionable tips to deliver projects profitably.
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Nicholas a. yaghmour.
Nicholas A. Yaghmour, MPP, is Associate Director, Accreditation Council for Graduate Medical Education (ACGME)
Lauren J. Poulin, PhD, MPP, is Milestones Administrator, Milestones Department, ACGME
Elizabeth C. Bernabeo, MPH, is Research Consultant, ACGME
Andem Ekpenyong, MD, MHPE, is Associate Professor, Department of Internal Medicine, Rush University Medical Center
Su-Ting T. Li, MD, MPH, is Professor, Vice-Chair of Education, and Residency Program Director, Division of Pediatric Hospital Medicine, Department of Pediatrics, University of California Davis
Aimee R. Eden, PhD, MPH, is Medical Anthropologist, American Board of Family Medicine
Karen E. Hauer, MD, PhD, is Associate Dean, Competency Assessment and Professional Standards, and Professor of Medicine, University of California, San Francisco
Aleksandr M. Tichter, MD, MS, is Assistant Professor Program Director, Department of Emergency Medicine, Baylor College of Medicine; at the time of research
Stanley J. Hamstra, PhD, was Vice President, Milestones Research and Evaluation, ACGME, and is now Professor, Department of Surgery, University of Toronto, Adjunct Professor, Department of Medical Education, Feinberg School of Medicine, Northwestern University, and Research Consultant, ACGME
Eric S. Holmboe, MD, MACP, FRCP, is Chief Research, Milestone Development, and Evaluation Officer, ACGME
Since 2013, US residency programs have used the competency-based framework of the Milestones to report resident progress and to provide feedback to residents. The implementation of Milestones-based assessments, clinical competency committee (CCC) meetings, and processes for providing feedback varies among programs and warrants systematic examination across specialties.
We sought to determine how varying assessment, CCC, and feedback implementation strategies result in different outcomes in resource expenditure and stakeholder engagement, and to explore the contextual forces that moderate these outcomes.
From 2017 to 2018, interviews were conducted of program directors, CCC chairs, and residents in emergency medicine (EM), internal medicine (IM), pediatrics, and family medicine (FM), querying their experiences with Milestone processes in their respective programs. Interview transcripts were coded using template analysis, with the initial template derived from previous research. The research team conducted iterative consensus meetings to ensure that the evolving template accurately represented phenomena described by interviewees.
Forty-four individuals were interviewed across 16 programs (5 EM, 4 IM, 5 pediatrics, 3 FM). We identified 3 stages of Milestone-process implementation, including a resource-intensive early stage, an increasingly efficient transition stage, and a final stage for fine-tuning.
Residency program leaders can use these findings to place their programs along an implementation continuum and gain an understanding of the strategies that have enabled their peers to progress to improved efficiency and increased resident and faculty engagement.
We sought to determine how varying assessment, CCC, and feedback implementation strategies result in different outcomes in resource expenditure and stakeholder engagement and to explore the contextual forces that moderate these outcomes.
We identified 3 stages of Milestones process implementation, including a resource-intensive early stage, an increasingly efficient transition stage, and a final stage for fine-tuning.
The results are influenced by non-response bias and relied on the perceptions and experiences of the interview participants, potentially missing additional themes.
The implementation of the Milestones takes place along a continuum, and programs can build resident and faculty engagement and enhance efficiency by improving their processes deliberately and iteratively.
In 2001, the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties (ABMS) published the 6 general competency domains for evaluation of resident performance: patient care, medical knowledge, practice-based learning and improvement, systems-based practice, interpersonal and communication skills, and professionalism. In 2012, the ACGME introduced the Next Accreditation System (NAS). 1 An integral component of NAS was the introduction of a competency-based, developmental framework called the Milestones to inform resident and fellow assessment and progression. Milestones sets articulated specialty-specific subcompetencies within each of the 6 competency domains. 2 These Milestones were implemented nationally in 2013 for emergency medicine (EM), internal medicine (IM), and pediatrics. 3 The family medicine (FM) Milestones were implemented in 2014. 4
The ACGME also required all programs to create clinical competency committees (CCCs) as part of the NAS. CCCs consist of 3 or more members of the faculty and convene at least twice per year to review resident assessments and make recommendations to program directors on resident subcompetency Milestone ratings and resident progress. Programs are required to share documented performance with residents semiannually. This may occur as an in-person conversation between a faculty educational leader and the resident or fellow. Finally, program directors are required to submit the Milestone ratings semiannually to the ACGME.
The use of the Milestones is part of a larger movement toward competency-based medical education (CBME), with a specific goal of facilitating a transformation from a process-bound system of graduate medical education (GME) accreditation to one that focuses on educational and clinical outcomes. This focus on outcomes serves to prepare physicians for a changing health care system, emphasizing the functional capabilities of graduating residents and ensuring they match patient and health care system needs.
Challenges to the full realization of this vision have been identified in the literature, including concerns about assessment, CCC processes, and effective use of Milestones data for meaningful feedback to residents. While the Milestones define developmental progressions of residents in narrative terms, they are often used as a simple numeric scale in practice, leading to criticisms of reductionism. 5 This has led to calls for greater faculty development efforts to make better use of the narrative descriptors, both for reflective assessment and feedback to residents. 6 Another concern involves the methods employed by CCCs to inform their judgments about resident progression during their semi-annual meetings. 7 Residency programs vary widely in how they provide feedback to residents and in terms of whether the Milestones are used to provide this feedback at all. 8
While Milestone reporting has been required since 2014, effective practices to implement and use Milestones across specialties is not fully known. One previous qualitative study exploring the early use of Milestones in neurological surgery programs found that Milestones helped to build a shared understanding of the competencies among faculty and that CCCs were helpful in assessing residents, while resident and faculty involvement in the Milestones was variable. 9 Data collected from focus groups suggested Milestones are most effective when residents are introduced to their specialty set early in training, perform self-assessments prior to CCC meetings, compare their self-assessments with CCC feedback in person with a trusted faculty member, and create an individual learning plan. 10 A deeper understanding of Milestone implementation and impact, especially in the large specialties of EM, IM, pediatrics, and FM is needed to better inform effective practice. Lessons from these 4 specialties can guide implementation and effective practice with Milestones as well as help inform the Milestones 2.0 revision and implementation process. 11
In this study, Milestone implementation was defined as the set of program-specific processes that inform the professional development of medical residents, with the goal of improving process efficiency and the engagement and knowledge of faculty and residents. For this qualitative interview study, we were interested in finding themes, processes, moderating forces, and outcomes attributable to the Milestone implementation efforts of participating programs across the 4 specialties.
This study, using transcript data obtained from interviewing program directors (PDs), CCC chairs, and residents in EM, IM, pediatrics, and FM, served to determine how strategies and environmental contexts affected programmatic assessment, CCC meetings, and feedback processes. Using template analysis to build on previous insights across these 3 Milestone domains, we sought to explore what works (or not), for whom, in what circumstances, and why. 12 Drawing from previous Milestone-based research and experience, investigators with qualitative content and methodological expertise from the 4 specialties and ACGME research staff created interview protocols and an initial thematic template to guide the coding of transcripts. 9 , 10 , 13 The American Institutes of Research Institutional Review Board approved this study after an expedited review.
Using purposeful sampling based on program size, geographic location, and type of sponsoring institution in order to query programs with varying Milestone experiences, 63 programs were identified for invitation to participate in the study. In 2017 and 2018, expert panel members from the 4 specialties sent recruitment emails to program directors, with an a priori goal of obtaining 24 programs (6 from each of the 4 specialties) to participate. A study investigator then contacted these 63 program directors to assess their interest in participating in the study. Upon consenting to participate, PDs provided study staff with contact information for CCC chairs and program coordinators. Program coordinators, in turn, provided contact information for second- and third-year residents who could provide thoughtful responses to interview questions. All subjects who ultimately participated in the interviews verbally consented to participate.
For each participating program, either the program director or the CCC chair was asked to complete a pre-interview survey (available as online supplementary data), querying faculty development and CCC processes within the program. An interview guide was developed and tested by the lead author (N.A.Y.) and contained questions regarding the implementation of the Milestones, experiences using them, and resident and faculty perceptions. All interviews were conducted by telephone. Most program director and CCC chair interviews were conducted individually, but some opted to be interviewed together. A maximum of 2 residents were interviewed per program. When more than one resident in a program was participating, they were given the option to be interviewed together or separately. All interviews were recorded and transcribed. Transcriptions were edited for accuracy, and all identifiable information was anonymized prior to any coding. Any program for which at least one interview was conducted was included in the study.
The interview transcripts were analyzed using template analysis, a form of thematic analysis that emphasizes the use of hierarchical coding by means of a coding template to represent themes identified in the data. 14 The online supplementary data includes more information on the template analysis. The initial thematic template was derived from a previous qualitative study that sought to determine the effect of the ACGME Milestones on the assessment of neurological surgery residents and focus groups conducted by ACGME staff at educational meetings. 9 , 10 , 13
A detailed description of the evolution of the template is included as online supplementary data. The panel held iterative consensus discussions about the template, and the second iteration of the template consisted of 3 overarching domains: processes specific to the CCCs, assessment and resident feedback, and the reported effects of Milestone implementation on the faculty, residents, and culture of residency programs. Originally, all members of the panel employed the template to code 2 interview transcripts from the same program. They were given instructions to evaluate the template and its usability for accurately representing themes and phenomena reported by the interviewees. Specifically, coders were limited to affirming or supporting existing themes, inserting new themes, deleting, or changing the scope of themes, and modifying the hierarchical classification. Coded transcripts and annotated templates were collected and collated, and the template was revised (third iteration) according to the recommendations of the panel.
For feasibility and timeliness of continued textual analysis, 2 coders (N.A.Y., E.C.B.) from the original 8 proceeded with coding additional interviews. The additional transcript coding and template development led to more template iterations. As a result of the second round of coding, a separate codebook was developed to account for the different resident perspectives, emphasizing their understanding of the subcompetencies and their perceptions of the validity and scope of their assessments. The penultimate template then structured the themes in terms of individual program implementation processes, highlighting the variation and commonalities across programs in terms of their assessment, CCC meeting, and feedback processes. The final template integrated the perceptions and attitudes of residents, faculty, and program leadership into these 3 processes, treating these stakeholder perspectives as moderating forces that affected both the processes themselves as well as the resultant outcomes.
In finalizing the template, members of the panel were consulted to ensure that the themes and descriptions were representative of the interview data. This final approval process included representatives from each of the 4 specialties.
In total, 44 individuals from 16 programs participated in the study. Participants were from 5 EM, 3 FM, 4 IM, and 5 pediatrics programs. Details of the participating programs and the interviewees within each program are shown in Table 1 . Fifteen of the 16 programs completed the preinterview survey. Table 2 shows each program's responses to selected survey items.
Program Characteristics of Included Programs
EM 1 (3-year program) | General/teaching hospital | Very small (fewer than 20 residents) | Northeast | PD, CCC chair, PGY-2 resident | 2017 |
EM 2 (3-year program) | Academic medical center | Medium (30–39 residents) | West | PD, CCC chair, PGY-2 resident, PGY-3 resident | 2017 |
EM 3 (3-year program) | Academic medical center | Large (more than 40 residents) | South | PD | 2018 |
EM 4 (4-year program) | Academic medical center | Large (more than 40 residents) | Midwest | PD | 2018 |
EM 5 (3-year program) | Academic medical center | Large (more than 40 residents) | South | PD, CCC chair | 2018 |
IM 1 | Academic medical center | Small (fewer than 36 residents) | West | PD, CCC chair, PGY-2 resident, PGY-3 resident | 2017 |
IM 2 | Academic medical center | Medium (36–62 residents) | South | PD, CCC chair, 2 PGY-3 residents | 2018 |
IM 3 | Academic medical center | Large (more than 62 residents) | South | PD, CCC chair, PGY-3 resident | 2018 |
IM 4 | Academic medical center | Large (more than 62 residents) | Northeast | PD, CCC chair | 2018 |
Peds 1 | General/teaching hospital | Medium (31–50 residents) | Midwest | PD, CCC chair, PGY-2 resident, PGY-3 resident | 2017 |
Peds 2 | Academic medical center | Large (51–96 residents) | Midwest | PD, CCC chair, PGY-2 resident, PGY-3 resident | 2017 |
Peds 3 | Academic medical center | Very large (more than 96 residents) | South | PD and CCC chair (same person), 2 PGY-3 residents | 2017 |
Peds 4 | Academic medical center | Small (fewer than 31 residents) | Midwest | PD and CCC chair (same person) | 2018 |
Peds 5 | Children's hospital | Large (51–96 residents) | Midwest | PD and CCC chair (same person) | 2018 |
FM 1 | Federally qualified health center | Medium (18–30 residents) | West | PD, CCC chair, PGY-2 resident, PGY-3 resident | 2017 |
FM 2 | Academic medical center | Small (fewer than 18 residents) | Midwest | PD and CCC chair (same person) | 2018 |
FM 3 | General/teaching hospital | Medium (18–30 residents) | South | PD, CCC chair | 2018 |
Abbreviations: CCC, clinical competency committee; EM, emergency medicine, FM, family medicine; IM, internal medicine, PD, program director, Peds, pediatrics, PGY, postgraduate year.
Selected Survey Responses
EM 1 (3-year) | 8 | 2 | None | 8 | 1 program coordinator 1 social scientist | Quarterly |
EM 2 (3-year) | 15 | 1 | None | 12 | 2 nurses 1 pharmacist 1 physician assistant | Twice per year |
EM 3 (3-year) | 14 | 0 | None | 14 | None | Quarterly |
EM 4 (4-year) | 18 | 4 | None | 18 | None | Monthly |
EM 5 (3-year) | 10 | 0 | None | 10 | None | Twice per year |
IM 1 | 9 | 1 | None | 9 | 1 program coordinator | Twice per year |
IM 2 | 5 | 0 | None | 5 | None | Twice per year |
IM 3 | More than 20 | 0 | Yes, voting | 20 | 1 program coordinator | Monthly |
IM 4 | 14 | 5 | Yes, voting | 17 | 2 program coordinators | Monthly |
Peds 1 | 15 | 2 | Yes, voting | 14 | 1 nurse 2 program coordinators | 6 times per year |
Peds 2 | 11 | 1 | Yes, voting | 10 | 1 program coordinator 1 psychologist | 9 times per year |
Peds 3 | More than 20 | 1 | Yes, voting | More than 20 | 1 program coordinator | 2 per year |
Peds 4 | 10 | 1 | None | 10 | 1 program coordinator | 8 times per year |
Peds 5 | More than 20 | 0 | Yes, voting | More than 20 | None | Quarterly |
FM 1 | 6 | 3 | None | 9 | 2 program coordinators 1 psychologist | 6 times per year |
FM 2 | 7 | 0 | None | 7 | 1 social worker | Twice per year |
FM 3 | Did not complete pre-interview survey |
Abbreviations: CCC, clinical competency committee; EM, emergency medicine; FM, family medicine; IM, internal medicine; Peds, pediatrics.
The final template emphasized 3 domains of Milestone implementation: assessments, CCCs, and feedback. This template accounts for program variation in processes, contextual moderators, and reported outcomes for each of the 3 domains. Tables 3 , ,4, 4 , and and5 5 describe some of the subprocesses, moderating factors, and outcomes within each domain. Brief descriptions of early experiences through the transition implementation stages and later stages of implementation are outlined in the tables and presented alongside illustrative quotes.
Programmatic Implementation of Assessment Systems
Tools: construction and distribution of evaluation forms | Difficulty transitioning to a competency-based framework, the inertia to moving away from expectations based on training level. Utilizing verbatim Milestones subcompetency language and developmental progression in evaluation forms with little consideration of assessor knowledge and resources. | “We give them the opportunity to say whether resident exceeds, meets, or does not meet the Milestones or the expectations for that level of resident…They're given 3 possible responses.” –FM3 CCC Chair “In order to get those evaluations to feed into the Milestones more seamlessly, you actually need to use Milestone language and Milestone rating scales. That's the part that takes the education [of faculty].” –EM2 PD | Breaking down and differentiating evaluation forms for faculty in different rotations, aggregation and subcompetency coverage at the CCC-level (mapping of assessment tools to Milestones). | “I think the way that we are gathering Milestone data for each individual resident is, not so much by asking broader non-CCC faulty to know all the Milestones and evaluate each person on all the Milestones but we're asking individual preceptors, whether they're doctors or nurses or whoever it is, to evaluate folks with a bent towards one or a handful of Milestones. We ask our nurses, social workers, front desk folks in the clinic about Milestones pertaining to teamwork, working in systems, etc. We cull data on note timeliness and procedure submissions etc. and link those to Milestones and then we look at clinic evaluation reports, tie those to different Milestones, and the inpatient ones tie those to different Milestones.” –IM1 PD | An iterative approach to the creation of evaluation forms, periodically checking in with assessors, balancing assessor burden with adequate and appropriate domain coverage. | “I want the form to be as intuitive and user-friendly as possible for the general faculty at large so that the data we get is of the best possible quality and accuracy… faculty are asked to do so many different evaluations with so many different learners. They may have a medical student that's on their service and for 3 days the medical student overlaps with the resident and then overlaps with a fellow. They're asked to evaluate all of them. It's being respectful of their time, it's finding that balance where you're getting high quality information that's accurate, but is relatively brief so that the form isn't so big or complicated that it actually causes the faculty to shut down and just check all seven's or whatever number you pick on the form.” |
Approach | Misinterpretation of regulatory requirements, unnecessarily burdensome demands on faculty, unrealistic expectation of complete competency domain coverage across rotations and assessors. | Interviewer: The requirement that after each rotation that each learner receives a full assessment, does that come from the internal medicine community? IM2 PD: As I understand, I was supposed to sit down with the resident and go over the evaluation. Well, verbally and then fill out the form, and have the feedback to the resident based on that written evaluation. Interviewer: Every 4 weeks and sometimes within that 4 weeks twice if it's every 2 weeks, faculty are doing an assessment on all 22 subcompetencies on each resident for your program? IM2 PD: Correct. | Grouped evaluations for rotations, compiled and completed by an experienced individual before aggregated data sent to CCC. | “…we've gone to a group evaluation. We've had one coordinator or one faculty member taking responsibility for certain rotations from different departments. For example, somebody you think you can give 3 out of 5 then you have the whole group who meets together, then somebody who's maybe more adept or capable goes through and completes the evaluation. They are the ones who moderate that. I think that has helped us a lot to make the evaluations more meaningful.” –Peds4 PD | Periodically reviewing domain coverage, determining potential subcompetency deficits and addressing them. | “We're constantly looking at how we can get more data points for our residents to have more data. It's hard to make a decision if you just have one data point, where if you have 10–20, you feel a lot more comfortable saying, ‘Yeah, this is probably where this person really falls.' We've been playing around with our evaluations; we've changed their names over time. Do we make them Milestones-specific? We try to focus them, but try to come up with a system where it might be easy for somebody to always hit the patient care eval, but we also need to have people fill out the systems-based eval and the practice-based [learning and improvement]. We're constantly looking at how to improve that. We've changed a little bit. We've added a couple of different evaluations that will coordinate those different milestones and bring them up so we can get more data on specific ones where we felt like we weren't getting enough data.” –EM3 PD |
Resident self-assessment | Little acknowledgment for importance, happens inconsistently or not at all. | Interviewer: Do they do any self-assessment? EM1 PD: I don't think they use the milestones for self-assessment. I think they used their procedure log for self-assessment. The number of patients they cared for, I think they used their in-training exam score. I think they just use, in general, our feedback. | Acknowledgment of importance occurs with some level of consistency, enriches formal and informal feedback processes. | “It's more informal, looking at how I did on certain days can I be a better team leader this year, being more senior on the team. What can I do to get better or talking to my intern as well as med students I think that they felt I could have done differently that would be a better teaching environment et cetera.” –IM1 PGY-2 Resident | Trainees self-assess in an objective and reflective manner. Self-assessments are consistent, grounded in competency domains, and contextualized within short-term goals and attached to long-term career goals. Presence of training components to improve individual insight and build self-assessment skills. | “At the end of every month, there's another evaluation that also goes out that is a self-assessment of basically these kind of core concepts and how we think we're doing” –EM2 PGY-2 Resident “…what we're doing with our simulation based training or whatever domains of practice and training, including debriefs, a segment of self-assessment, which is structured, which is followed by subsequent debrief feedback by evaluating faculty or simulation staff, and those debrief session routinely emphasize the importance of self-assessment by the resident and we routinely point out where necessary the contrast between items that residents should have been able to pick up on their own” –IM2 CCC Chair |
Faculty engagement | Faculty members disengaged and unmotivated to complete evaluations. | “Then you have others who are fantastic in their clinical arena at the bedside. They clearly love to teach, and the residents love them, but they don't complete the evaluations. They don't attend conference. They wouldn't attend any of these functions. They're just not really interested in it. They're happy to work with residents and teach them in the ED, but they're not interested in all of this” –EM1 PD | Higher engagement level observed in some faculty members, including knowledge of the competency domains and moderate level of buy-in for the developmental narratives outlined in the subcompetencies. | “Certainly the ones that sit on our CCC that are subspecialists, they have a very good understanding of it. The fact that Milestones are now being used in fellowship training has helped just the whole concept of Milestones be I think much more widely understood even among the subspecialty faculty.” –Peds3 PD | Rotational leadership and other local champions identified and empowered to create assessment tools and influence assessment methods. | “We made the decision early on to identify champions on the faculty within key divisions and for key rotations. We enlisted the help of those faculty champions in creating the assessment tools. We didn't do it for them. So, for example, on cardiology we have a heart failure rotation, and we identified somebody who's one of the key heart failure faculty who got it and created an assessment tool that was then vetted among their faculty. So that their faculty signed off on it, they felt like they had some ownership in this evaluation system.” –IM3 PD |
Leadership attitudes | The negative perception of Milestones and subcompetencies, difficulty understanding the value of the Milestones in the face of the significant resource cost. | “I think we're moving in a direction of getting a little too much in the weeds and losing sight of the bigger picture. It's evaluation until death. The requirements, the evaluation process starts to become so overwhelming it ends up becoming just a chore and just a bunch of check boxes. You're actually doing less with more.” –EM1 PD | Understanding of the purpose and framework, seeing the value of the structure and push for objectivity. | “The Milestones are a tool to get to a place. They are not the end result. As long as people are making progress, it's fine. And I think that before the Milestones project came along, there were a lot of people that were just giving informal feedback to residents and they were not really evaluating them, even once a year. I know some places where they just said, ‘Well, they're okay. They're doing all right.' Do you have any reason for that? ‘Nope. I just think they're okay.' And the resident says, ‘Well, I think I'm doing okay.' But they don't have any idea. So, I think that imposing some structure and some requirements—no matter what that was, honestly, was the most helpful thing.” –FM2 PD/CCC Chair | Appreciation of the potential for a shared mental model among assessors and program leadership, seeing opportunities to catch individual trainee development issues early, providing objective context for utilizing the entire developmental scale on subcompetencies. | “Our score range is also better. If you just look at it from a numerical standpoint, pre-milestones, it was all fours and fives, on a Likert scale. And now…we definitely have a wider range, and we have people who get twos, or one and a half, and the residents aren't super offended by that and I think they understand it has to do with their developmental progression as opposed to, they are a 2 out of 5 person. I've not have any residents come in to my office crying because they thought they had a 2.” –Peds1 CCC Chair |
Perceived utility of Milestones by stakeholders | Low perceived utility of sub-competency spectra. | “…there were maybe 2 out of over 1000 number one measures on any given measure. They're basically such a low bar, it's probably like a remedial medical student level. Its ‘Cannot present effectively or falsifies data to such extremes' that anchor is not really useful. The fifth level is so aspirational, its ‘transforms child advocacy across the entire state.' It's such a high bar that many faculty didn't even reach that. So those numbers on each end are basically out and useless to be honest.” –Peds2 CCC | Emergence of common language, consistent definitions of competency domains across faculty members, subcompetency details attended to by raters. | “I think the Milestones have largely provided us with a common language to speak to our learners and, frankly, to our faculty evaluators as they're considering resident performance. And that has certainly changed since 2011. I think there was a little bit of a gestalt-o-meter before 2011 and now there's something more concrete to hang evaluations on.” –IM1 PD | Perception of utility for individual resident development and comparisons across training levels. | “…a good way to measure residents and their progress in residency and it does it in a way that you can easily compare residents across. You can compare interns to second years, both individually and as a whole, and then track their own progress as they continue through a residency. I think that it gives just a nice cohesive way to measure progress.” –Peds2 Res B PGY-3 |
Prioritization and coverage of all competency domains | Devaluation of competency domains. | “I think we probably don't address [practice-based learning and improvement] very well, and we just push that down to that's the least important thing, to tell you the truth.” –IM2 PD | Understanding of scope of competency domains and importance of assessments and observations external to subcompetencies. Realization that Milestones were not designed to provide complete coverage for specialty-specific professional development. | “I think people don't realize the Milestones are not it. You're not supposed to stop at the Milestone as it's written…On the professionalism side you cannot. There's no easy anchor to say, ‘Able to manage a great diversity of patients across different cultural backgrounds.' You have to create tools under that. Sub-anchors. Tools to evaluate and then use those to decide what Milestone a resident is at. Not cut and paste the Milestones onto various evaluation forms. –EM5 PD | Appreciation for the broad coverage of the 6 competency domains, leveraging the objectivity in the descriptive language across the developmental continuum for purposes of assessment. | “Initially I felt like, a little bit nervous because I'm being observed on all these different parts or things that I'm doing and things I could potentially need a lot of work on. But later I realized that this could actually be really beneficial because it can have a 360-degree view of my performance and my development in the program. I found it to be quite helpful in getting more comprehensive feedback overall. I would put it this way. Looking at the 6 domains provide pretty good coverage in terms of what is expected of us in different fields... It covers different aspects of what is expected of us. It is a good breakdown to see what we should be working on or what we should be evaluating ourselves on. And more the general framework.” –IM1 PGY-2 Resident |
Interviewer: For systems-based practice, you said that sometimes it's just a random number? Peds1 PD: Yeah, it feels like it. Being able to understand the system, work within the system, help patients identify resources. Three, four, five, kind of in there somewhere. | ||||||
Assessor burden | Assessors overwhelmed, without significant understanding of the scope of their responsibility, expending considerable time and energy to complete evaluations, often evaluating unfamiliar constructs. | “I think we bit off more than we could chew all at one time, in terms of changing the forums and then starting the CCC all at the same time and all in full-on Milestone language. What we ran into is ... I think it's too much cognitive burden on the individual assessors, such that they pushed back against using them a lot. They also, I think blew through them in a way that didn't do due diligence to actually reading them and using them.” –Peds1 CCC Chair | Increasing familiarity with assessment language, informal faculty development processes, appropriately deferring scoring responsibilities to the CCC. | “After they kind of got used to the language, it made it easier, and our evaluations are not written distinctly in Milestone language…So we've had to at the CCC take our more traditional evaluations and comments and try to bridge those with the Milestones. That takes some education on our part. I think that they've been helpful. And I think that they're meaningful. But it's not without some relatively specialized training that I think you need to have to get to that point.” –FM2 PD/CCC Chair | Consideration of assessor expertise and scope of observable behaviors. | “In terms of the non CCC faculty and other providers inter-professionally, we are hitting them up only for the type of data that we think that they most are able to review.” –IM1 PD |
Abbreviations: CCC, clinical competency committee; EM, emergency medicine; FM, family medicine; IM, internal medicine; PD, program director; PEDS, pediatrics; PGY, postgraduate year.
Programmatic Implementation of Clinical Competency Committee
Premeeting preparation | Little to no preparatory work, the pressure to discuss each subcompetency for each resident during meeting. | Interviewer: “What was it like in the beginning?” “Clumsy, slow, didn't know exactly what we were doing. I think I would imagine that was true to every program in the country. It seemed a little bit nit-picky and laborious because there's so many different things you fill out... But at first, I would say it almost seemed Mickey Mouse because to have to fill out all those things out on every single one every time seemed unnecessary.” –IM3 PD | Compilation of evaluations, usually by the program coordinator, distribution of spreadsheet or report to CCC members before the meeting. | “They are all compiled by our program coordinator for the last 6 months from the last CCC and then they're all literally printed. Everyone gets printed out a copy and handed out to every member of the CCC and they're supposed to go over it. They go over those, they're given them initially early to go over it, if they can, and then we take the time to go over them during our CCC meeting again.” –FM2 PD and CCCC | Using resident-specific evaluations, faculty members, APDs, PD, and the CCC chair, each assigned a small number of residents to originate premeeting ratings for each resident on each subcompetency. Premeeting ratings serve as a starting point for CCC discussion. | “Each faculty member was assigned residents per each class to be the individual to follow their training progress and view any specific things like procedure logs and evaluations.” –EM5 CCCC |
Interviewer: “Do you go over each sub-competency for each resident every meeting?” FM3 CCCC: “No…We used to, but that's done individually because we send it all out ahead of time.” | CCCC: “We assign 3 residents to each faculty CCC member and they each get one, they have an HO1, and HO2 and an HO3…” PD: I would also say that most of the time, for an individual resident, is spent in the faculty member who reviewed their dossier in discussing why they might have scored certain Milestones at certain levels if they are out of the ordinary, either very good or very bad.“ EM2 | |||||
Data Review | A disconnect between evaluations and CCC meeting in subcompetency coverage. Gaps in data perceived as an inconvenience, not as an opportunity for quality improvement. | “Yeah, I think for the purposes of just completing it and filling in a circle, that we sometimes probably said to ourselves, ‘Well we don't really have much to go by, but seems fine,' and so we just give them what we think is more their post-graduate appropriate level.” –EM1 PD | Recognition of data gaps, early plans to address gaps. A realistic understanding of the limited opportunities for direct observation and supervision. | “Procedures. We are fixing this, but up until recently, we have had a very difficult time getting meaningful data on residents doing bedside procedures. Many times the residents are doing them, once that they are deemed competent to do these unsupervised, they're not being supervised doing these. There's nobody that's filling out evaluation forms on them during these procedures, we look at notes in the chart when they've done procedures and self-reported procedures. But we are struggling with what to do with somebody we don't have data and we're trying to figure out for the specific milestones for patient care, and patient care two for internal medicine, how to properly evaluate that.” –IM3 PD | Incorporation of resident self-assessments. Increased efficiency in resident review, particularly for low performers. Taking gaps in subcompetency coverage into account, utilizing the best available data to determine resident ratings. Leveraging gaps for quality improvement, both for CCC and assessment processes. | “On a scale of 5 to 1, and it's basically how you see yourself. So how do you see your clinical knowledge? How do you see your procedural skills? Your interpersonal interactions, your ability to identify potentially serious causes of disease…it's to tailor the Competency Committee members to, ‘What do I think?' What do I think about my own performance and what do I think I'm deficient in?' So if I think I'm deficient in interpersonal interactions, that would tell the Competency Committee to examine my evaluations in those aspects more closely, and say, ‘Actually he doesn't have a problem in interpersonal interactions but he does have a problem in procedural skills.'” –EM2 PGY-2 After that meeting we came back, there was a core group. It included, me, 2 or 3 associate program directors, and most importantly, the program director for our Med/Ped's residency, who does a lot of work with the ACGME and me as well and was actually the brains behind a lot of what we started doing in terms of mapping milestones. Mapping assessment, we created our own EPAs and mapped them to milestones. So, we had a team of probably 6 or 7 people that were involved in really overhauling our assessment system. –IM 3 PD |
Decision Process | Discussion within CCC meeting has little impact on reported Milestones ratings. Actual CCC decisions limited to a general sense of resident progress. | Interviewer: So, following the CCC meeting, you yourself still have a significant amount of work to do the additional step of taking the 6 general ratings you have for each resident, and putting the resident, with some help from the binders? You score them on each of the 22? IM2_PD: Yeah. And sometimes it's a matter of ... It's hard to put everything down. If some of the subcompetencies may be answered in a way with some of the comments on the side, or even just verbal discussions that we've had that, “this guy is a little below par on physical exam, or histories are fine, but he misses cardiac mummers” or something like that. So that may be verbally discussed. Not exactly put down, maybe, on the CCC meeting, but I will recall it for the milestone submission. | Incorporation of preliminary ratings, visual representation, opportunities for faculty to provide input, emphasis on discussing outlier ratings, premeeting ratings are adjusted when necessary. | IM3_PD: When we come into the meeting every resident has already had preliminary ratings or milestones assigned to them. And then we use the spider plots because we find that's the most efficient way to present that data quickly to the group as a whole … We ask the faculty member who has done the preliminary work to say a few words, particularly if there are areas that are either exceptionally high or exceptionally low. Then we invite everybody in the room to comment. Most of the time people are in agreement with how those residents are doing particularly if they're on track and we feel like they're where we would expect them to be. Not infrequently we will have people that have had personal observations and we try to create an environment where they chime in and we make those adjustments either right there in the room or we flag that person and we work outside of the meeting to make some changes. Interviewer: What would you say is the proportion of changes that are made from those initial, temporary ratings? IM3_PD: Probably 15%–20% of the residents will have at least one milestone change. | Systematically capturing qualitative comments during rating discussion to feedback to residents, allows for context and understanding when alongside numerical ratings. For residents that need remediation, a personalized learning plan is discussed as well as specific faculty assigned to residents. | “So after each resident, after we have completed the milestones for the particular resident, there is one designated person during that time who has, it's their job to participate but also to write down what they're hearing from the group as we are going through the milestone in terms of where are their areas of strength and where are their areas of growth. And after we have completed the communication part of the milestone then that—it's our behavioralist who's doing that, will then put the comment up in front of the group, we review those comments together to edit them as we feel necessary, and then at the end of the meeting then I will send out those comments and a brief blurb to remind the residents what is the CCC, why we're meeting, what do we do, how does this impact them. And then those comments go to the program director, the residency advisor” –FM1 CCCC |
Membership | Limited to program leadership and senior physician faculty, little consideration for rotation or site representation. | So basically, clinical competency committee was created a few years back once it became part of the ACGME requirements for residencies. In general, I believe when it was initiated there were involvement from the program director, several of the assistant program directors, and just random clinical or educational faculty involved. –EM 5 CCCC | An emerging role for program coordinators and other non-physicians, awareness of the importance of rotation and site representation. | Peds4_PD_CCCC: She is there to just assist if we need something. Sometimes she'll be like, “Oh no no no, this person is so late at getting things in to me.” Or let us know if there are concerns as far as how that person's interacting with her. ‘Cause sometimes residents are more appropriate to the faculty, but then they're a little more disrespectful to the coordinator, which is not okay. They provide some of that input. And then of course the schedule the meetings, and facilitate getting everything ready logistically. But they have a pretty limited role as far as completing the milestones. | Embracing the diversity of perspective to enrich the discussion Non-physician members such as nurse managers and psychologists have a “voting” role or a role equivalent to physician faculty, with an emphasis on rotational coverage and representation from multiple sites when appropriate. | IM1 CCC CHAIR: Our CCC has people who think differently, and I think that's a major positive because I feel like ideally it would be more resident-centric and you'd have all the time in the world and it would be a resident panel and the resident themselves and dadadadada. But the way that we have it now, at least we have different minded individuals as a part of the CCC who are able to ask salient questions about things that others may not have thought of, advocate for people, etc. So that when a consensus is made it's not just everyone agreeing with PD. It's a consensus born out of important conversations and so when we go to that resident, it's been well thought out and yeah unfortunately if things need to go in a more punitive direction, then it seems kind of more ethically and legally palatable to have these groups in place. Then we also have people that have different ideas for the direction of the program. So, some folks say, “We need to just train folks who are great communicators and good people and who know a decent amount of medicine” and that's great. And then others who have very lofty goals and think we should turn out the highest performing medical minds and so the way that these different people think about different things, allows individual CCC members to sometimes identify with individual residents who are struggling, while other ones don't. And then so becomes sort of in-lieu advocate. The nurse is a nurse manager from the general pediatrics unit and she ... For sure every first year and third year passes through her domain. She hears complaints about residents from either bedside nurses or nurse managers, and positive things for sure. She's very invested in education and is also a very fair-minded person who is not just out to protect nurses at all cost. We very much welcomed her into the committee, and she's been very thoughtful. The 2 program coordinators are our program coordinators and they can speak especially to some professionalism issues, I think. |
Role in program | Role limited to monitoring resident progress and making recommendations to PD about milestones ratings. | “From our perspective, I would say the role is to assess the residents on an ongoing basis in terms of their technical proficiency, their cognitive abilities, and to monitor for progression as we move them through the year and promote them.” –EM 1 PD “We evaluate residents and make recommendations as program director about the competencies and the progress on the milestones and suggestions for any remediation or commendation. Twice a year, we do that twice a year and most of that is formative. Of course, the final third year is a summative and we do a quasi-kind of, it's kind of quasi-summative in making decisions or recommendations for a promotion at the second part of each postgraduate year.” –FM3 CCC Chair | The role is expanded to contributing to individual learning plans or remediation plans for residents and providing support for decisions on learner progression. | “Our CCC is the overarching, collective thinking group that reviews resident performance several times throughout the year and, when necessary, helps provide thoughtful improvement plans for residents who may have areas that need help. They also are the support of the strong-arming if something really goes off the rails and some sort of formal remediation process needs to be undertaken, which makes them sound like they're that bad guy the whole time. “For example, when we have a struggling learner, the program director may meet with that individual you know monthly, every 2 weeks, whatever sort of seems appropriate but then schedule check-ins with the clinical competency committee if things don't continue to improve. Frankly, like an advisory group. Like, “This isn't going well, we love this learner. Does anybody have any ideas on how we can help the learner get back on track?” And then the CCC has not had to do that but if somebody were to just not be able to exceed to be part of the decision to potentially let somebody go.” –IM 1 PD | CCC has multiple roles, including deciding on resident ratings, providing qualitative context for resident feedback, and a continuous quality improvement role: both for the residency program as well as for the CCC itself. | CCC Chair: Four of them we generate that paragraph report. At the end of each semester we have 2 meetings. In those two 2-hour meetings we go through every single resident in a PowerPoint. We make a few PowerPoint slides about each resident that I put together. The program coordinator helps skeletonize, based on feedback and synthesis from one CCC member. The CCC member gets assigned to 3 or 4, maybe 5 residents and does that big compilation of material, writes the synthesis statement, and then as a committee we read it out loud, vet it, change the wording a little bit, rewrite it and then the statement is eventually submitted to the resident. That's what happens at four of the meetings, so basically December and June. Then the two interim meetings, one in Fall and one in the Spring we use basically as quality improvement, to do a postmortem on the last set of evaluative meetings, and then change our process. We've changed a couple things every single time. I think it keeps getting ... it's a living document in terms of the template we use to assess each resident and the processes we use that we go through in the meeting. –Peds1 CCCC |
Training | Little real training or orientation for new members, members learn by doing. | “Well, there's a ... we haven't taken any new faculty. Well, yes we have. IM3_PD does that. We just sit down and go over it. It's sort of the whole group. As he goes through the milestones, he just will point out, ‘Now, this is how we do such and such.' It's sort of by osmosis. “The best example would be the chief residents. The chief residents are on the CCC. So when they come to their first one, they've never been to one before and we don't give them any responsibility, but they start watching and they're smart. They realize what we're doing and quickly, they're up to speed.” –IM3 CCC Chair | Training and orientation are informal, involving discussions by current program leadership. | “One of our APDs will sit down with [incoming APD] and talk to him about our evaluations. CCC Chair will probably talk to him about our CCC, and between those two we have our ... The person who's in charge of evaluations and assessment, [Faculty member], is the one who runs our Milestones meetings, and CCCC is the chair of our CCC, so between the two of them, I think our new APD will get a sense for how to think about the Milestones, how to use them, how to report them, et cetera.” | Training and orientation are formal, with roles and processes detailed as well as expectations set ahead of time for new members. Decision and data review processes can be simulated for the experience ahead of time. | So we just had a meeting last month. And so we had a lot of turnover in our committee this past year just because we had a few faculty change roles and leave the institution, et cetera. So we had 4 new members. So we had a committee meeting where, and we also changed the leadership of the committee so since this was my first year to officially run the committee, I wanted to meet with everyone. And so we just met as a group and we talked about how the committee functions, what our role is and how we're going to evaluate the residents in terms of where we find the, like logistics about where do we find the information, what information are we looking for, how do we fill out the form that we're requesting to be filled out. Allow them to ask questions about how that works. –Peds2 CCC Chair Probably the focus has been on the people that are on the CCC initially. We had some sessions with them. We even took a couple of sample real resident evaluations and pulled them all together, had a workshop where we had people that are on the CCC sit down and work through, “Here is the kind of things you're going to have to review and it's going to be available to you. When you have to rate this person on the Milestones, where would you put this person?” We did that sort of thing to give them just some actual hands-on practical experience before we've had the first CCC a few years back. –Peds3 PD and CCC Chair |
Institutional support and resources | Little to no support, no infrastructure, no protected time for faculty to sit on CCC. | “Our sponsoring institution is the community health center, and there is no 4-year undergraduate institution in town, there's a community college. There is an osteopathic medical school, but they're resource limited, so they're not actually a place we could tap for resources. So we are having, and that is a piece for this process with some of the ACGME processes with the new accreditation system and some other pieces when you're in a large institution, you actually have a somewhat reduced workload, but when the program and the institution are one and the same it's a significant additional workload for us.” –FM1 PD | Protected time for program director for CCC and program improvement. Institutional culture and resources provide context for strong relationships across programs and departments. | “I'm very fortunate where I have a department chair who's very supportive of our training program and if I ask for resources, she'll generally provide them as long as it's a reasonable request. Most importantly, she provides me with a lot of protected time…I also think what's unique is that we, I'm biased, I think that we have a good team dynamic where there's a very strong working relationship between the associate program directors, the other residency programs on campus. Including [Med/Peds PD] from Med Ped's, [Peds PD] from pediatrics. We have a very strong DIO, [DIO], who is a wonderful mentor for me and for other program directors. I think those are the ingredients that really helped us.” –IM 3 PD | Some protected time for associate program directors and faculty to sit on CCC. GME office is familiar with ongoing programmatic quality improvement efforts and works to collate and disseminate these efforts within the institution. | “I know that other residency programs within our institution do much of the same. For example, we've had a longstanding interest in social determinants of health within our program. More recently, the surgical program here started an organization called Socially Responsible Surgery. I know that our emergency medicine program does something similar. There are other programs that are doing some of these things, and our GME office has just, 6 months ago, started to collate what these are and try to start disseminating them.” –IM 4 PD |
Data management systems and support | Data systems are inadequate to accomplish assessment collation and summary tasks. Applications are unable to provide and present information in a way that readily facilitates CCC discussion. | “I haven't been entirely happy with any of the residency management systems. We use [application] here. I find it's fine for collecting data, but getting data back out of it is difficult, and some of the functionalities I needed just weren't there. I've been, ‘begging' is probably too strong a word, but I've been asking for a database person for a number of years.” In the past, when we did a CCC meeting, it has everybody completing either on actual paper or at least using a Word document, and then trying to find and losing notes and sending them around and not being able to keep track, and is this the latest or not? It drove me crazy.” –Peds3 PD and CCC Chair | Finding workarounds, usually staffing resources, to more effectively compile data and make it accessible to CCC members. | “I'm trying to think of [staff member]'s specific title, but she's with the admin office, but she has already compiled certain benchmarks that we had used in terms of assignments or rotations that we have agreed that we're allowed to meet certain milestones. After we have taken the 5 minutes to be able to review, then we take five minutes to discuss anything that we feel is important and probably also to get those areas of concern that we need to be aware of as we are going to the milestones. Then we go to them individually, and all of us have what we call our cheat sheets which is basically, under each of the milestones we have written notes that say if there's a specific, for example, if you have done a wellness workshop, and you have done an essay for it, in one of the behavioral health rotations, then that is our benchmark that you have met this milestone. And so we all can look at that to be able to say has that resident met it? And so people have different assignments, so if say, [Faculty] is assigned the wellness workshop she's able to then, I can look at her and say has resident x done wellness workshop, and she can say yes or no. So there is little parts that are paired out, to help make the process go faster, but everyone gets to read their own data. –FM 1 CCC Chair | Data system is organized to produce usable reports facilitating efficient subcompetency rating submissions to the ACGME, rotation-based evaluations are readily accessible to residents so and residents can even submit disagreements with certain evaluations. | “We have this database manager and this process is much more automated now. I had the database guy creating a database. Everybody's name is in it. I can open it up. People can open it up wherever they are…They can see, when they open up who's done and who's not done, if they forget to click off a blank in one of the milestones, it tells them that, and you think you're done, but you're not. You missed something somewhere. Go back and look again. Then, at the end, I have reports that print out, so my personnel, since ACGME doesn't have a way for us to upload it directly, I have a report that comes out that looks as much as possible like the screen that my secretaries are going to have to turn around and enter, and so they got on a dual monitor and they got one screen up with the database for Johnny Jones and on the other screen is Johnny Jones's ACGME input and they can rapidly, it took maybe 2 hours even with 180-some people to get all the data in. This was all an effort on my part to try to simplify things, and then this next time around, what I've had this database guy do is we're trying to pull in data from a variety of sources, so for instance, continuity clinic attendants, conference attendants, how many PREP (Pediatrics Review and Education Program) questions have they done…What I've had the database guy do is do a lot of that legwork for them and pull it together… The other thing I did was, this time around, I had it made so that electronically the resident can agree or disagree with their evaluations. In particular, I told them, ‘If you have disagreement, please lay out your disagreement,' and the next time around when the committee meet, in the database, that will be captured there so that when the coaches are looking, they can see, this resident says they think they have been scored too low in this particular Milestone and to take that into consideration.” –Peds3 PD and CCC Chair |
Program resources dedicated to CCC | Heavy resource expenditure: time and work before, during, and after meeting. | Interviewer: What was that first meeting like? EM1 PD: Colonoscopy without anesthesia. Interviewer: Was the second one a little bit easier? PD: “I think you get kind of ... We have these arguments all the time, milestones are not milestones. We all have a general sense as to how they're doing. The majority of them are on cruise control doing just fine. There are a few who need a little more hand holding. Then there's the one or two who you wish matched someplace else. “That's supposed to be a joke, but not really. Again, it feels laborious after a while. You do get fatigued. We only had [number of residents] to go through last year. I can't imagine going through [greater number of residents] per class. That's the problem, you get fatigued after a while. Those that are doing well, everyone agrees, it's just a great resident, you just fill in circles.” | Program leadership begins to make efforts to reduce length of time spent within the CCC meeting. Early efforts to try and target CCC discussion to individual residents struggling with specific subcompetencies. | “We do an hour and a half a month, and then we've sort of taken an approach that the program leadership team, the APDs and me, do a lot of advance preparation for our milestone assignments. Then I try to keep those meetings short, but we run about 5-ish hours for every 6-month review. But we come in with a prepared file and say, ‘All right, here's our data, this person is right on track in all their patient care milestones and comments, but we see some concerns around communication skills. Let's talk about those specifically as a group.' Rather than trying to do all the assignments as a large group. There's probably, for those semiannual milestones, boy, I would say each member of the program leadership team probably spends an easy 20 to 25 hours doing that advanced preparation to shorten that meeting, and make that meeting really move, and not waste everyone's time.” –EM 4 PD | Significant pre-work, individual residents are presented with pre-assigned milestones. Though ratings may be adjusted, the discussion centers around the overall progression and development of residents. | Interviewer: So in 2 hours you're able to cover all the ratings for each resident at a given training level. IM 4 PD: Yes, but keep in mind though that there has been pre-work done before those meetings ...where each advisor, which is each Associate Program Director, in conjunction with one other person, who is usually a chief resident, has gone over their panel of people and made the initial determinations on what they're going to propose at the Milestones, so that's not done for the first time at the Milestones meeting. That's done offline, and for their say 10 or 11 people that they're going to discuss at that particular meeting, they've already reviewed all the assessments, summarized them, put down what their proposed Milestones are, and then once those are displayed, that's when we have discussion in the bigger group about each candidate. |
Programmatic Implementation of Clinical Competency Committee (continued)
Capturing problems in resident progress | CCC catches only residents with significant development issues. Competency domain coverage incomplete, difficulty capturing issues beyond those that are readily apparent. | “We had a CCC of sorts before it was required but, it was definitely less structured and people felt fine just talking about what somebody was wearing one day as opposed to really getting down to the important thing about how they're developing, so that's a difference. I also think we've had more residents on little remediation, academic improvement plans within our institution and I've reported more residents to the American Board of Pediatrics for unprofessional behavior and have gotten some remediation that way too. I probably had like one in 10 years before this and we've had like 4 since. I think we're feeling better about the remediation, I think we've had more success with it. We are more concrete about what we're getting because of the work of the CCC.” –Peds1 PD | Acknowledgment and use of increased competency domain coverage increased discussion of developmental levels within subcompetencies. | “I think it really refines what is working well and what isn't working well with the residents. Historically, and currently, there's sort of the eval, and we have 2 minutes to talk about a resident ... and not quite the same, everyone is not looking at the same data sets. We're looking at that. In the CCC meeting, we have up to 45 minutes to talk about our residents, and we're all looking at the same data sets and so when we are summarizing at the end what the resident's doing well, what the resident needs to improve, for those who are sort of ... if you're a low preforming resident, it further defines really what are those areas for the low-preforming residents.” –FM1 PD | Leveraging both assessment data and CCC member expertise to discuss the “true” level of resident rating on subcompetencies. CCC culture and structure foster detailed discussions and integrate different inputs for accurate placement of resident progression. | “Okay they have 30 intubations so they are at what's expected of a resident at this level of training. But by delving a little bit deeper with the CCC and faculty who are involved in that you might actually get more information that would say, ‘Well this resident isn't as prepared for managing airways because they're not understanding the dosing. They're unaware of good backup measures for failed airways.' Even though they've met this objective criteria of 30 intubations. So I think just kind of having an open forum from faculties that are involved in the CCC that work with residents clinically has helped.” |
Programmatic Implementation of Feedback
Numerical data presented as feedback without context, feedback provided is not actionable. | “They get some patient per hour metrics, although people were getting so obsessed with those that I took those and some of the other clinical performance metrics about bounce-backs and unexpected ICU transfers out of the semiannual review because people were so obsessed with them that, because it was a number, it was data. I took them out of the semiannual reviews so that people stopped arguing with me over whether they were seeing 1.73 patients per hour or 1.81 patients per hour based on their own numbers. Because as long as you're seeing enough, as long as your department is not backed up, it just doesn't matter.” –EM4 PD | Developmental progression discussed, with comparisons to peers as context, strengths, and weaknesses highlighted, some guidance as to how to address weaknesses or deficiencies. | “The Milestones give you a 30,000-foot view and help me see ‘Oh okay, I'm progressing as I should, or I'm kind of deficient in this area, I need to work on this throughout this next 6 months.' I think some of it is just the level of detail and, for me, how to implement that feedback.” –IM1 PGY-3 Resident “I really like the way our program handles it, at least with every 6 months. It gives you a great not only understanding just from talking with the program director and the views of the clinical competency committee but also they give you a visual representation of where you have been and where you currently are and where your peers are so that you have some understanding of where problem areas lie and where you need to improve.” –Peds 2 PGY-3 Resident | Numbers shared but communicated as signals of overall progression. Program leadership provides a summary of comments collated from the CCC meeting, establishing both overall progression in plain language and places numerical ratings in context. | Peds 1 PD and Resident PD: “For me, what I do with my meetings as the program director, is that I go through primarily, the paragraph. I skip over; we have a little section on there about milestone ratings that are higher or lower than the other class average but, I don't know if I trust the actual score. Maybe they're more of a three and a half than a four and a half but, somebody said they were a four and a half, so okay, I'll let that go. I see it much more the other way. If they're low and they think, ‘Oh I should be more than this.' I don't want to have that conversation. I find more meaning in the comments, so I focus on that section.” PGY-3 Resident: (separate interview): “I like the paragraphs. Just because it summarizes the nitty gritty comments that we've had throughout the year. You can see how someone who maybe wasn't on those rotations with you globally viewed what they read about you in their evaluation…It's nice to have this overview. | |
“We have an older guy who retired, who told me to get a haircut during the comment. He was joking with me. He's an old military guy, and I had a huge ponytail. I hadn't got a haircut in years, so I was ... I did get a haircut eventually. That wasn't that helpful, you know, but people be reassuring in the way that they'll say, “Oh, keep up the good work, but ... It's optional for them to do all the numerical check boxes...it's nice to hear that you did okay, but then it's like it's not really helping you to be better in a specific way.” | ||||||
Inconsistent or delayed feedback, details of specific encounters are lost, blocks of time pass without formal check-ins concerning individual resident progress. | “It's hard to have those conversations in a delayed fashion, like 2 months after something has happened. I think people just don't remember. We see tons of patients, and they might not remember a specific encounter or a specific behavior that they did. We have tried to change that culture so that some of the feedback is given real time so that by the time they come to us and we are having that 2-person meeting, is it not the first time that they've been talked to.” –EM3 PD | Increased consistency and duration, face-to-face meetings cover milestones ratings alongside other data. | “There are 2 meeting per year that the attendings sit down and they talk about how well we're progressing overall.” –EM2 PGY-2 Resident | Detailed feedback given on an ongoing basis, rotation-specific feedback given at the end of the rotation, and milestones ratings are covered at least every 6 months. Feedback is consistent, timely, and the level of detail matches the modality. | “There are a few different ways we're evaluated. Number one, is probably the most frequent is by our attendings who watch us, ask us questions and then give us feedback also on an ongoing basis and then at the end of a rotation. Then, we get feedback from our clinical preceptors in a similar fashion, both an ongoing basis, and then periodically throughout our time in clinic, and then every 6 months we have a semiannual review, where we review Milestones, based on our in-training exam, and that's I believe based on aggregate evaluations from peers and preceptors over the course of the year, or the course of the 6 months.” –IM1 PGY-3 Resident | |
Interviewer: “What is the proportion of those meetings [with residents] that occur every 6 months?” Peds 3 PD and CCC Chair: “I don't know. Not as high as I would like. I actually don't have the number for you.” | “I generally schedule them for an hour at a time and go over everything from conference attendance to completion of their patient logs and procedure logs and then I go specifically into each of their milestones. And I reiterate at the beginning of the meeting, ‘Are you familiar with milestones?' They generally say yes.” –EM5 CCC Chair | |||||
Limited to faculty and program leadership providing feedback to residents, no mechanism for capturing resident feedback concerning faculty members or the program. | “During my midyear evaluation and the end of year evaluations, he [PD] also gives us a hand out, and it shows our statistics, individual hitting of milestones, so when I was an intern last year and I had my midyear evaluation, basically I was hitting all the ones for my level, so then it seems like we go up as we age. From my understanding back then, I was like ‘okay an intern hits this level,' and then as you progress and as you get better slowly, you slowly hit the milestones that, more in the middle. And then next year seniors were expected to be on the higher end of the milestones, and whatnot.” –EM1 PGY-2 Resident | Residents receive the opportunity, in-person or through a digital interface, to provide some general comments about the program and the overall educational quality of their training. | “Towards the end of the session we'll have opportunities to talk about our goals as what we want to do after residency, and any other questions about things that we can do to improve the program, things I thought were good, that's where I was bad. Things that the program would like to hear about.” –IM1 PGY-2 Residents | Residents regularly provide feedback about the faculty, staff, and about rotations. | “When we go to the ICU, when we go to toxicology or ultrasound, or whatever we're doing, every month we have to sit down and then evaluate that rotation. That's half of it you know, “This a low yield anesthesia rotation, we should consider other resources to change it up.” “…then also how you felt with regards to the volume of work you had. You rate all the things one to 10, and then there's a comment section for your ranting. You rate. You talk about the people on the rotation...it's your opportunity to praise other departments that have great nurse practitioners that invested themselves with extra learning or identifying any red flags for certain rotations where it's not the emergency department.” –EM2 PGY-3 Resident | |
“Then, they just get feedback from us on things that we wish were different or that kind of thing.” –Peds PGY-2 Resident | ||||||
Perceived validity of source and content | Low perceived validity attributable to assessment sources and content, devaluation of feedback due to perceived subjectivity. | “I think they try to make the process as clear as possible, but I think there's an inherent vagueness from the resident perspective as to how they get those numbers, because as far as I know, the only data they have is our clinical evaluations, and then they use things like attendance in conference and prep questions and things like that, and then they'll use personal experience...To me, it seems like there's a lot of hand-waving vagueness to it that I think will improve as we use them more. So, I think people will become a little more familiar with what's in the milestones and hopefully gear our evaluations, which I think they're in the process of doing now.” –Peds3 PGY-3 Resident | Signs of developing trust in sources of feedback processes in place correct for adjustment of outlier ratings or comments while still incorporating diverse inputs. | “I feel like the summary comment sheet is probably the most helpful thing. Because they might compare, well, this ER doctor said this about them. And right below them, the rheumatologist said this…they'll be reading that, and they look and see who...they go back to the full evaluation and see who the ER doctor was, or who the rheumatologist was...what that person's personality is like? Are they a hawk or a dove? And then they say, ‘Yeah, well [faculty member] said that. But, you know, he likes everybody.'” –FM2 PD CCC | Residents perceive feedback is valid and valuable, aggregated feedback from Milestones ratings and CCC reports viewed as objective and not overly impacted by stringency or leniency, program leadership discuss formal feedback and coproduce individual plans with residents for future development. | “From my perspective, the CCC takes some of the responsibility for giving residents objective feedback off the shoulders of an individual, ie, me, and puts it onto this much larger entity and perhaps depersonalizes it a little bit. The residents do take it fairly seriously and from that standpoint it is helpful for me because it is the conduit through which they receive formalized feedback on all aspects of their performance, which then can be discussed and sort of picked apart on a much more personal level. And with a supportive role with the program director, rather than me being both the person who tells them that they're not up to snuff in certain areas and oh, let me help you get there.” –EM2 PD |
Individual receptivity | Residents have difficulty understanding areas for improvement, lack of adequate feedback language to address problems with individual resident insight. | “I think lack of insight is the usual problem. Particularly, most of these people are smart, but some of them don't realize how they come across to other people. The team may not be functioning well, even though they think they're doing fine. That can be a very painful discussion because they don't have the insight.” –IM3 CCC Chair | When learner insight is a problem, feedback is delivered objectively with examples, and a specific focus is placed on improvement. | “There have been times when some people have taken a while to accept the feedback and think that there is no problem. For some of them, you just need to tell them, ‘Hey, this I what you can do to try to move from this area to the next.' Then they're fine and they go and do it on their own. For others, ‘It seems like you might need a little bit more help in this. How can we help you go and think about what would be helpful for you?' They invest in that plan with us and we create a plan that actually helps them get better.” –EM3 PD | Formal feedback takes learner perspective into account, insight and self-reflection are queried. When there are insight issues, program leadership delivers feedback objectively and with a developmental framework. | “It depends how self-reflective the people are. I don't know if I can correlate with top or bottom in that way. A lot of people are hard on themselves so even the top people will say I'm not good enough or I felt like all these numbers were really high and I would've evaluated it as lower. And sometimes that's good to say well, here's why we think you are doing that well and you should have confidence in yourself. Then trying to identify, sometimes I think often they kind of self-identify their relative strengths. Sometimes it's very hard to get caught up in trying to steer people a little bit away from worrying about are you a three versus a 3.5 or a four, to kind of pull back to the big picture then and reapplying these things. Well, how are you going to look at this differently? As you because next year, in the next half how are you going to improve upon this to move that up in that way?” –Peds2 PD |
Individual behavior change | Little to no change in resident behavior following feedback. | Interviewer: “What do they do with the information that you give them if you know? You sit down; you go over the milestones' ratings and evaluations, what do they then do?” EM1 PD: “I don't know. I assume they have a drink.” | Residents consistently receive and act on specific and timely targeted feedback, opportunities for improvement regularly pointed out. | “A piece of feedback I got from my first rotation was to have more specific review of systems, so then the next rotation my goal was to pare down, be specific or more detailed in my review of systems, depending on the patient's complaint. That was nice, I was like ‘Okay, I'll do this.' Then I practiced it and I worked on it and it got better in the next month or two. I made that goal on my own, based on the feedback.” –IM1 PGY-3 Resident | The program has a system of feedback in place involving program leadership and faculty, residents respond by significantly adjusting behavior patterns. | “We had been working with one of our senior residents who's not perfect by any means, but has started out residency [angering] every nurse at every emergency department, and they took that feedback to heart, they had a nurse mentor, they attended communication classes, and their trajectory has been overwhelmingly, tremendously positive. Occasionally they need to get called in again every six months to get yelled at, but it's every 6 months rather than every week. That's one of those wins. Or you work with someone who's got knowledge-based deficits to really build their knowledge base, and you see them do the work and apply it in the clinical setting and improve their metrics.” –EM4 PD |
Resident development | Milestones ratings and feedback have little influence on residents, perceived merely as an affirmation of steady projects as opposed to any real roadmap to development. | “I would say that my learners who are not struggling, that it is largely something that we review with them at their semiannual evaluations and that I think they pay very little attention to because it is essentially, ‘You're on track, you're doing well.' You know? Then we give them specific things to work on, but it usually doesn't have a whole lot of teeth in it. So, I think it's, like CCC CHAIR was saying, ‘I'm doing okay.' I don't know that they get more granular than that.” –IM1 PD | Increased resident awareness and valuation of competency domains, residents, understand their development and that of their peers. | “I think one thing that I do differently would be my view of a hospital and the systems is different. I see better how things are related, and just how pieces are stuck together is a little clearer to me than it was initially. I think these evaluations help and say, ‘Okay these are the kind of things I'll focus on in looking out for the way things develop or the way things interact.' “Then I think as far as professionalism goes, it's just good to say ‘Oh, you're on the right track' or for some people it's just good to have a reminder to be nicer to people. I don't know if it's just the process of going through residency or whether it's the Milestones themselves that have helped me be more aware of how the process works, how the education system's developed to train us to be doctors.” –IM1 PGY-3 Resident | Program leadership provides a supportive context for constructive feedback and sets the groundwork for the Milestones as the developmental framework. Residents are comfortable progressing and can respond well to both specific and general feedback. | “Residency is a rather nerve-racking time and so, of course, you want to progress at the level of your peers at the very least. And so that conversation was a little bit ... It's a little bit scary, right? Whenever you sit down, and you know that you're deficient in some area. In my case, I'm in a very supportive residency program and I feel that, of course, the resident program will not just advance you forward if you're not progressing adequately, but I feel like they provide you the resources to progress through residency as efficiently and as successfully as possible. I was a little bit nervous prior to going into the meeting. However, my fears were quickly assuaged by my advisor at the time that everybody has at least one thing that they have to improve upon, and this is your one thing. I felt a little bit better and was able to refocus my efforts and it looks like those efforts have paid off.” –EM2 PGY-2 Resident |
For all 3 domains, the early stage of implementation was defined by programmatic challenges, including large resource investments without returns as well as low levels of engagement among residents and faculty. The transition stage of implementation was characterized by modest positive outcomes in terms of resident development, assessments, and CCC meeting efficiencies, as well as increased engagement. The later stage of implementation corresponded with routine use of the specialty-specific Milestones subcompetencies by faculty and CCCs. This included increased faculty skill and consistency in assessing residents and providing feedback. Programs also adopted continuous quality improvement approaches to their assessment, CCC meeting, and feedback processes in this stage.
Table 3 describes assessment process themes, moderating forces, and outcomes reported by study participants. Programmatic processes included assessment approaches, tools, and learner self-assessment. Faculty engagement levels, attitudes of program leadership, and perceived valuation of the Milestones were identified as forces that moderated the effectiveness of the identified processes. Outcomes of assessment system implementation included differences in coverage of the 6 general competencies as well as the varying resource burdens experienced by faculty and other assessors.
The early implementation stage of program assessments was defined by difficulties transitioning to a competency-based framework of learner development, burdens on faculty assessors, and negative perceptions of the Milestones by program leadership and faculty. The transition stage was characterized by increasing engagement of assessors and emergence of a common language to describe learner development along with the subcompetency levels. The later implementation stage involved the development and fine-tuning of assessment tools targeted to the expertise and clinical observation opportunities of assessors, reduced faculty burden, and positive attitudes toward the specialty Milestones by faculty. In this later stage, as reported by PDs and CCC chairs, faculty realized the value of using the developmental subcompetency levels to catch struggling residents early, and to provide more objective descriptions of professionalism and communication skills than were available before the Milestones.
Table 4 highlights the CCC process themes, forces, and outcomes. Programs reported differing strategies for their pre-meeting preparation, data review, and decision processes. The reported role of the CCCs also varied among programs, as did CCC membership and the training provided to CCC members. The available institutional support and existing data management systems moderated the effectiveness of these CCC processes. In terms of outcomes attributable to CCC meetings, themes mirrored the assessment outcomes and included program resource expenditure and the extent to which CCCs uncovered specific problems in resident development.
The early stage of CCC meeting implementation was characterized by an absence of pre-meeting preparations, little or no training of CCC members, and perceptions by program leadership that gaps in evaluation data were an inconvenience instead of an opportunity for curriculum or evaluation improvement. In the transition stage, program leaders implemented CCC member training, distributed resident evaluation data before the meeting for member review, and devised visual representation of learner data to increase meeting efficiency. In the later stage, program leaders preassigned resident ratings to anchor learner-specific discussions, and CCC deliberations were summarized to provide context for the feedback given to residents.
The number of residents in specific programs also affected the CCC processes, but program strategies did not fit along an implementation continuum. One CCC chair from a small IM program commented on how the CCC addressed coverage difficulties when a resident required time away from providing clinical care. Similarly, frequency, duration, and setting of CCC meetings differed across programs as a result of contextual differences, and different implementation stages were not apparent.
Feedback processes, forces, and outcomes are described in Table 5 . The feedback received by residents differed across programs in terms of content, timing, and directionality. Learner perceptions of feedback validity as well as individual receptivity were found to influence the effects of received feedback. Resident development and reported instances of individual behavior changes emerged as outcomes of the feedback processes.
In the early implementation stage, resident feedback was inconsistent, devalued by both faculty and residents, and generally not actionable. Feedback in the transition stage was better received and resulted in individual behavior changes among residents. The later stage of program implementation was characterized by consistent, frequent, objective, and actionable feedback to residents, where faculty and program leaders utilized the Milestones to provide context to enable residents to understand and take ownership of their developmental trajectory.
Generally, when examples were given from the early implementation stage, interviewees were describing past experiences or outcomes, either in the first year of Milestones reporting or when they first joined the residency program. A few programs reported persistent implementation challenges at the time of the interviews.
The transitional stages outlined in the tables signaled increasing familiarity with the new competency-based framework. Certain programs adopted practices that accelerated this familiarity, including consistent and brief reintroductions of the subcompetencies at the beginning of CCC meetings as well as concise reviews of the purpose of the Milestones and the developmental trajectory before delivering feedback to residents.
The later stage of implementation was often described by program directors, CCC chairs, and residents in aspirational terms. Many interviewees, including residents, responded to the interview questions with explanations of the long-term goals for their programs or for their specialty communities. Several programs did report specific successes, where certain processes were understood, valued, and executed by most of the faculty and the residents within the program.
Resident interview transcripts proved invaluable in illustrating the learner experience across the assessment, CCC, and feedback domains. Most resident interviewees did not report observing the ways in which assessment data reach the CCC meeting and how these data are used by CCC members to make Milestone ratings and resident progression decisions. Still, many voiced a desire to be more involved in the design and implementation of the assessment and feedback processes. Others reported an appreciation for the structured framework to guide their development and even allow them to advocate for teaching or observation germane to specific subcompetencies. “Seeing where my weaker points were, and then also getting affirmed in where my stronger points were, being able to ask specifically at the start of a rotation, ‘I need to work on my procedural-based competencies in this area,' or ‘I need to work on this specific thing, do you mind setting time aside to help me with this area over the next 2 weeks?'” –IM PGY-3 Resident
In this study of 16 residency programs, varying programmatic assessment, CCC, and feedback strategies were placed along implementation continua. The individual process components, moderating factors, and outcomes were organized as to whether they were characteristic of the resource-intensive early stage, the emerging efficiencies of the transition stage, or the fine-tuning activity of the later stages of implementation.
In our sample, certain programmatic implementation strategies were associated with reported positive outcomes. As discussed in many implementation frameworks, programs that accounted for contextual factors, such as program size and institutional support, and employed an iterative quality improvement approach to implementation also reported relatively low resource burdens, good resident and faculty engagement, and increased efficiency across each of the implementation processes. 15 – 19 For example, programs that tailored assessment forms according to the expertise and observation opportunities of raters across clinical rotations also reported improved completion and accuracy. Further, programs that iteratively checked in with faculty and CCC members periodically also reported increased faculty engagement and an emerging sense of faculty ownership over assessment and feedback processes.
We believe that the descriptions of the implementation processes can inform residency program leaders as to the various stages they will experience and help them progress more efficiently and effectively toward the later stages described in the continuum. Unfortunately, many attending physicians and residents remain skeptical of the validity and value of utilizing the competency-based Milestones framework to provide context for residency training. Residency program leadership, in concert with national leaders in medical education and within the specialty communities, must communicate the benefits of competency-based medical education and disseminate strategies and practices that both foster faculty and resident engagement as well as decrease program and assessor burden.
Future Milestone research should apply this implementation continua or other implementation frameworks across a more comprehensive set of processes and could query the possible differences among medical, surgical, and hospital-based specialties.
There are several limitations to this study. While we discovered new themes for the thematic template, we did not reach our a priori goal of 24 programs. The results are likely influenced by non-response bias, with additional themes potentially missed. We did interview 44 subjects, however, involving program directors, CCC chairs, and residents. The recruitment occurred over a longer period than anticipated; meaning programs were likely at different stages of Milestones implementation when they were being interviewed.
Another limitation of this analysis is that it focuses solely on the perceptions and experiences of the interview participants. While respondents were asked about their perceptions of the experiences of faculty members and non-interviewed residents, their own experiences likely influenced their responses. 20 Also, the self-reported survey data collected prior to the interviews were limited by the fact that they were not independently verified and were subject to self-reporting bias. 21
Using template analysis to analyze program director, CCC chair, and resident interview transcripts, we found that the implementation of assessment, CCC meeting, and feedback processes were moderated by contextual forces and resulted in varying outcomes across EM, IM, pediatrics, and FM programs. These processes, moderating forces, and outcomes can be characterized across 3 distinct stages on an implementation continuum. Based on interview transcripts, we characterized the early stage of implementation by resource challenges, the transition stage by increased efficiency and engagement, and the later stage by skillful stakeholder execution and iterative efforts to fine-tune assessment, CCC, and feedback processes.
Acknowledgments.
The authors would like to thank Lisa Conforti, MPH, for her contributions to this manuscript.
Funding: The authors report no external funding source for this study.
Conflict of interest: The authors declare they have no competing interests.
Not all project plans are created equal, however. Let’s say you’re working on your latest plan. It has goals, tasks, task owners, and deadlines. It has dependencies and deliverables. You’re confident that it’s a work of project planning art that will carry your team to success. But did you remember to include project milestones?
If your project doesn’t have milestones, then you’re doing yourself a disservice. Project milestones simplify your role as project leader because they give your team marks to aim for while also showing stakeholders your progress at a level they’re interested in. The good news is that project milestones are easy to add to any project (even those already in progress), and they provide multiple benefits.
Let’s look at what project milestones are and what they can do for you.
Project milestones mark specific points along a project’s timeline. They are checkpoints that identify when activities or groups of activities have been completed or when a new phase or activity is launched. You can differentiate milestones from other elements of a timeline because they take no time to complete; think of them as signposts that keep things on track.
Milestones are powerful because they demonstrate forward progress in your project plan. They help motivate and align your team by enabling everyone to view progress and judge priorities . And they help you monitor deadlines, identify important dates, and recognize potential bottlenecks within the project. If you were to strip the tasks from your project timeline , the milestones would still give an outline of the key steps or phases of the project.
It can be easy to confuse project milestones with other aspects of project management, so let’s review the differences.
Goals are what you wish to achieve looking forward; milestones take a look back at what you’ve already done. Think of milestones as rungs on the ladder to achieving a goal.
Example: A marketing team working on company-wide rebranding initiative—a big project with many moving parts—might set a goal to complete the project by the end of the third quarter. They could then use milestones along the way to mark key decisions or activities as complete, such as colors selected, design templates created, launch plan approved, etc.
Milestones often coincide with the start or completion of project phases (such as initiation, planning, execution, and closure). A project phase may take weeks or months to complete, involving multiple tasks and team members; a milestone is a zero-time “checkmark” of major progress that is important to acknowledge and report on.
Example: For a rebranding project, the initiation phase will cover many tasks, such as focus groups to gather ideas on the new branding and creative brainstorming sessions. A milestone at the end of the initiation phase would mark the team’s readiness to move to the planning phase.
A project deliverable is a product or result, whereas a milestone is a moment in time. Deliverables are sometimes evidence of the completion of a milestone.
Example: Deliverables for the rebranding project could include the updated style guide PDF and associated logo files. The completion of these projects is worth noting (and even celebrating!), so the marketing manager could add a milestone denoting that achievement.
Tasks are the building blocks of your project, and they take time to achieve. Milestones have no duration and are more like lines in the sand that mark a group of tasks as complete.
Example: A rebranding project will have many smaller and larger tasks, such as creating logos, setting up social media accounts, and writing press releases . A milestone might mark the completion of a group of related tasks.
Project milestones can be added to any type of project plan to help it run smoothly. They can be particularly helpful when it comes to scheduling because milestones will need to be placed alongside the relevant tasks or phases; setting up milestones helps you concentrate on target dates and adjust the project plan as needed.
You can also have fun with milestones! For example, plan celebrations for when major project milestones are checked off. This type of acknowledgment boosts morale and improves engagement.
You can add milestones to a project at any stage, so don’t wait for your next project kickoff to get started. Also, if you have recurring projects, work milestones into your templates now so that you have them in place for the future.
Think of your project milestones as moments in time—rather than objectives , deliverables, or tasks. As such, you should create milestones to represent important checkpoints in your project. Take a look at your project schedule, and pinpoint any checkpoints or important moments. For example, if you’re planning a product launch , you’d likely create milestones to represent finalizing the launch messaging, launching your product web page, and actually launching the product.
There’s no set number of milestones your project should have. Some projects will only have two or three milestones—others might have closer to a dozen. Instead of trying to hit a certain number of milestones, set milestones for important events that are happening during your project’s progress. Remember: milestones should be moments in time—the tasks it takes to hit those milestones should be represented elsewhere in your project.
Because milestones are moments in time and don’t track the processes you need to get to that moment, you should set your milestone deadlines for when the initiative is launched or goes live. For example, if you’re planning a virtual event, your milestone should be set for the day the virtual event takes place—not the prep work it takes to get there. Milestones denote important moments in your project progress, and help you gauge whether or not your project was successful.
A project milestone marks a significant point in time. You can use milestones in your projects to represent events such as key deliverables received, project kickoff completed, final plan approved, requirements gathering , design approved, project phase completed, and much more.
Let’s walk through four examples of how milestones can work for your team.
Mark critical tasks. Tasks that must be completed at a specific time or the project will be blocked, such as a creative concept approval for a marketing campaign.
Highlight the end of a phase or stage. The end of a phase or stage of a major piece of work, like gathering budget requests from every department for company planning.
Spotlight a major event or deliverable. A major event or deliverable, such as finishing the build out of a new office your company is opening so you can begin moving people into it.
Focus on hitting goals and key results. Project goals and key results (KRs), such as hitting your three-month revenue target for a product that was recently launched.
Setting milestones is a good start, but you won’t reap the full benefit until you track and report on them. Milestones are great reporting tools for communicating with stakeholders who don’t want or need task-level updates. This “broad stroke” data helps you instantly see which phases have been completed, if the project is on track to hit its future key milestones, and how close you are to your goal. You can still drill down to a more granular level, looking at the tasks tied to your milestones; this can help you see which steps and owners helped you get to a milestone or identify roadblocks that might have been in the way.
Tracking milestones lets you home in on your most important work and see the true status of projects, while giving you the knowledge to share project progress confidently. Make sure your project management tool includes status updates that report on milestones, so you can keep team members and stakeholders in the loop about what your team has accomplished and what milestone you’re working towards next.
Sometimes, your team will miss your milestone deadline. That happens—but depending on the importance of your milestone, doing so can really set you back and delay your initiative or launch.
If you don’t hit your milestone goals, take a step back with your team to figure out why you missed the milestone. Was your milestone incorrectly scheduled, or too ambitious? Look at the tasks and deliverables that were contributing to your milestone. Was one of them delayed? Oftentimes, with so many moving pieces, it’s hard to know exactly what’s happening when. To prevent these types of mistakes in the future, look for a project management tool that has a visual component, so you can see your projects in different ways like timelines, calendars, and Kanban boards.
Setting milestones is an art, not a science. There’s no exact right or wrong way to do it. That being said, these are some of the common pitfalls that teams encounter when they first start setting milestones:
Setting too many milestones. The number of milestones you need will depend on the size and scope of your initiative. Avoid aiming to set a certain number of milestones “just because.” Instead, pay attention to the key tasks your team needs to accomplish in order for your project to progress.
Using milestones as tasks. Milestones should represent a moment in time. To track the work you need to do to get there, use tasks instead. Then, use milestones to represent when a group of tasks should be completed.
Keeping your milestones separate from other work. The best way to hit your deadlines and run a successful project is to manage all of your work in one place. Make sure your project management tool allows you to manage tasks, set milestones, and visualize your project progress in one place.
Now you know what project milestones are and how they can positively impact the planning, execution, and reporting of your projects. Consider them another tool in your project management belt—one you’re sure to get a lot of use out of. Once you start planning with milestones, you’ll never want to build a project plan without them.
Are you ready to get started planning with project milestones? You’ll need the right work management tool first. Check out Asana , a leader in the market and the best work management tool for your team.
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Project milestones: how to identify, establish, and manage them.
January 15, 2024
Understanding project management milestones is crucial—these markers are not just indicators of progress; they serve as pivotal moments that define the journey of any project.
Whether you’re a seasoned project manager or new to project management, you’ll leverage these milestones to track your project’s trajectory and success.
This article aims to dissect the concept of project milestone planning, presenting real-world project milestone examples and strategic insights to enhance your project’s success rate.
Designed for project managers across various industries, this guide is essential for optimizing project outcomes!
Why are project milestones important, examples of common project milestones, how to identify project milestones and establish them, how to achieve your project’s milestones with clickup, clarifying common misunderstandings about project management milestones.
Project management milestones are significant points or events within a project’s lifecycle that signify project progress and guide the team. They mark critical events, helping project managers and teams recognize achievements and understand the path ahead.
Unlike regular tasks, milestones typically don’t have a duration; they represent a moment of achievement or a critical decision point.
For instance, in a software development project plan, one project milestone might be the completion of the beta version of the application.
This doesn’t just mean the preliminary version is ready for testing; it signals a shift from development to user testing and feedback gathering.
This milestone is pivotal for project managers and stakeholders as it allows for a comprehensive review of the work done, ensures alignment with project objectives, and sets the stage for the next development phase.
Milestones, particularly with tools like ClickUp , create clear markers of project progress, aid in effective tracking, and instill a sense of achievement as the team navigates through complex phases of the project.
In a world where ineffective implementation of business strategies leads to losses of $1 million every 10 seconds, understanding the significance of project milestones is more crucial than ever.
Here’s why setting and adhering to the milestone planning phase is paramount in the project management lifecycle :
Project management milestone planning provides a high-level project overview, marking critical events along the timeline. This visibility helps project managers and stakeholders comprehend the progress of your project at a glance, ensuring everyone is informed and aligned.
With nearly every project phase accounted for, potential issues can be identified and addressed promptly, preventing costly overruns and delays.
Each project milestone represents an end date, guiding the project team on when specific tasks must be completed. This helps allocate time and resources effectively, ensuring the project schedule stays on track.
Effective time management is crucial, as delays can contribute significantly to a loss in revenue.
Clear project milestones create common goals for team members to aim for. Regular project milestone reviews foster open communication about the project’s status, challenges faced, and successes achieved.
This continuous dialogue ensures that everyone remains on the same page, enhancing the team’s ability to meet objectives efficiently.
By breaking the project down into key project deliverables and checkpoints, milestones help detect potential risks and issues early.
This proactive approach allows teams to mitigate risks before they escalate, saving time and resources.
Achieving project milestones is akin to celebrating small victories along the project’s journey. Each project milestone reached is a testament to the team’s hard work and progress, serving as a motivational boost.
Recognizing these achievements is essential, as a motivated team is crucial for maintaining momentum and ensuring a successful project .
Project milestones are crucial checkpoints that help manage and track the progress of various initiatives. Here’s how they might look in three different types of projects: marketing, software development, and software testing.
Milestone #1: campaign go-live date.
The go-live date is a critical project milestone in any marketing project. It marks the moment the campaign is launched to the public, following weeks or months of creating project plans, including content creation and strategy development.
Marketing teams can utilize ClickUp’s Gantt Chart View to visually plan and monitor the steps leading to this project milestone. This would help ensure that every task is completed on time for a successful launch.
After the campaign has gone live, the first performance review is a crucial project milestone where the initial results are analyzed. This review typically involves measuring key performance indicators (KPIs) against the campaign’s objectives to gauge its early project success and identify areas for adjustment.
With ClickUp’s Project milestone chart and KPI reporting , marketing teams or individuals can track real-time data and performance against campaign’ goals, ensuring they’re on track to meet targets.
Milestone #1: beta release.
The beta release is a significant project milestone in software development, marking the transition from initial development to testing and user feedback collection. It reflects a product ready for real-world exposure.
Use ClickUp’s milestone tracking software to monitor the progress toward this crucial point. Project management KPIs help keep tabs on essential metrics leading up to the release. You can view it on a Gantt chart or a whiteboard for a simplified view.
Completing beta feedback collection is another essential project milestone, signifying the end of the initial user testing phase and the beginning of final refinements. This project phase is critical for implementing process improvements before the final release.
Utilize ClickUp’s Feedback Boards to gather and manage user feedback efficiently. Pair this with ClickUp’s Gantt chart software to schedule and track all the tasks required for implementing feedback before the final launch.
Milestone #1: completion of user acceptance testing (uat).
Completion of User Acceptance Testing (UAT) is a major milestone in the software testing phase. It signifies that the software has met all specified requirements and is ready for deployment. This phase often involves real-world testing by end-users to ensure the software’s functionality aligns with their expectations.
ClickUp’s project management software allows for detailed scheduling and tracking of testing phases. Utilize ClickUp’s Milestone templates to standardize UAT processes across projects.
After UAT, the next significant milestone is resolving all critical bugs identified during the testing phase. This milestone ensures the software is functional and meets the quality standards required for a smooth, user-friendly experience.
Manage and track bug resolutions efficiently using ClickUp’s project management features like Tasks, Automations, and Docs. The platform’s comprehensive project tracking capabilities allow you to monitor the progress of bug fixes, ensuring that no critical issue is overlooked before the software’s final release.
Identifying and establishing project milestones is critical in ensuring the progress and successful completion of tasks on any project. Here’s a guide to help project managers determine these key points in their project life cycle using various project management tools and strategies.
Before setting project milestones, thoroughly understand your project’s goals , deliverables, and constraints. This understanding forms the basis of what your project milestones should achieve, aligning with the project’s end goals and key deliverables.
Divide the entire project into manageable project phases or stages. Each project phase should represent a significant chunk of work that moves the project closer to completion. This segmentation helps in setting specific, measurable, and achievable milestones.
Within each project phase, identify key project deliverables that signify progress. These deliverables should be critical project tasks or events that indicate a significant achievement or a shift in the project’s direction.
Collaborate with your project team and other stakeholders to ensure that the milestones are realistic and achievable. Their input can provide valuable insights into the project’s requirements and potential challenges.
Implementing a robust project management software like ClickUp helps you identify milestones and plan them accordingly. Utilize tools like ClickUp’s Gantt charts to visually plot out milestones against your project timeline and ensure they are strategically placed.
Assign a specific date or criteria for each milestone. This could be the completion of a key deliverable, reaching a certain percentage of the project, or any other significant event. Ensure that these targets and end dates are realistic and provide enough time for quality work.
Once milestones are established, communicate them clearly to your project team and stakeholders. Everyone involved should be aware of these critical points and their significance to the progress of your project.
Throughout the project, closely monitor the progress towards each milestone. Use milestone tracking to know whether the project schedule is on track. Be prepared to adjust milestones as needed based on project changes or unexpected challenges.
Clickup is an all-in-one project management platform. ClickUp Milestones turn major project tasks into visual markers, signifying how far along your projects are. They are displayed boldly with a diamond icon, making them easy to spot.
This helps you visualize your project’s critical tasks and see how they connect to larger project goals. It simplifies marking milestones and tracking major progress points on milestone charts, ensuring everyone is aligned toward key targets.
ClickUp project milestones are for project teams and individuals managing projects of any type and size, especially those needing a clear view of major project phases and key milestones. It’s made for anyone who needs to visualize critical tasks at a glance on a milestone chart and ensure that complex projects stay on track.
Let’s learn how to leverage ClickUp’s powerful project management features to achieve your project’s milestones.
Use ClickUp’s project milestone chart and Gantt Chart to visualize your entire project timeline and lay down your project plan, including your milestones.
It shows you how your milestones fit into the larger picture of your project schedule and plan. Adjust and track progress against key tasks on an adaptable project timeline.
The Board view enables you to recognize and identify milestones, among other tasks.. It’s particularly useful for visualizing when a project is ready for the next project phase. This view helps project teams that rely on a more visual, Kanban-style organization to monitor deadlines and next milestones effectively.
Incorporating too many milestones into major project phases can make it tough to see when essential stages begin or end or if they’re progressing on schedule.
ClickUp’s Dashboards provide a clear, real-time overview of your project’s progress. Using this feature, teams can:
You can summarize your current project status by tracking the milestones completed. It’s a powerful tool for project teams to monitor progress, identify deviations,, and stay on top of major milestones.
For lengthier projects that often have numerous milestones, you can streamline your report to include only milestones completed or pending within the current quarter.
4. Automation
Put routine busywork on autopilot by setting up Automation in ClickUp. You can create automations to update your team or adjust project schedules and task statuses as you reach different milestones, ensuring everyone is informed and can prepare for the next steps.
Add custom fields to tailor your workflow to suit your specific project management needs. Create milestones, track them, add specific details, and ensure all necessary information is accessible.
With ClickUp’s Milestone Tracking, you can set milestones, track progress, and get detailed reports easily. These reports provide insights into whether your project is on track and help you make informed decisions about necessary adjustments.
Aren’t milestones just another term for project goals or deliverables?
Here’s a list of common misconceptions regarding project milestones:
Misconception: They seem interchangeable.
Reality: A goal is a future-oriented objective you’re aiming to achieve, for example, acquiring 100 new customers with a new marketing campaign. Milestones, conversely, are significant achievements reached in the project’s life cycle on the way to the goal.
They act as markers of progress, while goals are the targets you’re striving for. In the previous marketing campaign example, milestones could include copy and creative development, stakeholder signoff, and campaign launch. Let’s look at ClickUp’s Milestone templates Vs. Goal-setting templates to understand the difference between both.
2. Milestone vs. Task
Misconception: They’re similar components of a project.
Reality: Tasks are actionable items, often with a time estimate. For instance, a project task might be ‘Complete the client report by Friday.’
On the other hand, milestones signify the completion of crucial tasks or phases with no specific duration attached. They’re points on the project’s schedule, marking important steps and helping track the entire project’s progress.
Misconception: They’re effectively the same thing.
Reality: A project deliverable is a tangible or quantifiable result, such as a product or report. In contrast, a key milestone is a significant moment or event in the project’s life cycle, which may or may not coincide with the completion of a project deliverable.
For example, obtaining stakeholder approval is a milestone, though it might not be considered a deliverable.
Remember that milestones are pivotal events charting the course of your project’s success. They’re not mere markers but vital checkpoints guiding and focusing project managers toward their overarching goals.
A project manager must identify these milestones and efficiently navigate the team through each, ensuring alignment with the project’s timeline and objectives. For effective milestone management, a well-organized and structured approach is essential.
Enter ClickUp, your ally in the meticulous planning of your project. ClickUp is a comprehensive suite for all your project needs from creating a Work Breakdown Structure (WBS) to precise project planning.
So, don’t just plan; excel with ClickUp. Sign up for free today and navigate your project milestones easily and efficiently. With ClickUp, successful project completion is a visible, trackable, and achievable reality.
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Project milestones help project teams focus on major progress points in a project, which helps project managers with project planning and scheduling. Just as tasks break a larger project into manageable parts, milestones break down project phases to help project managers plan, schedule and execute them.
A project milestone is a project planning tool that’s used to mark a point in a project schedule. Project milestones can note the start and finish of a project, mark the completion of a major phase of work or anything that’s worth highlighting in a project, such as the production of project deliverables.
Milestones help project teams coordinate their efforts by helping everybody understand the objectives of the project and the action steps that must be taken to achieve them.
Project milestones provide a way to more accurately estimate the time it’ll take to complete your project by marking important dates and events, making them essential for precise project planning and scheduling. Because of their versatility, milestones are an important element of project documents such as the project schedule, project charter and project plan. They’re also used in scheduling methodologies, such as the critical path method (CPM), or project management tools like Gantt charts , which can determine major scheduling periods.
With project milestones, you can better calculate the slack in your project by segmenting the project timeline into intervals, or smaller time frames to control and track progress. Project management software, like ProjectManager , makes it easy to build a schedule with project milestones. Use our online Gantt charts to quickly build a project schedule with phases, subtasks, milestones and dependencies. Try it free today.
Now that we’ve defined what project milestones are and why they’re important in project management, let’s explore the milestone planning process.
A milestone chart is a visual project planning tool that uses milestones to divide a project plan into major phases. Due to its simplicity, it’s used when project managers or sponsors need to share an overview of the project schedule with stakeholders or team members without going over every project task.
You can create a milestone chart using a timeline maker or even by hand, but if you’re a project manager, it’s recommended that you use project management software like ProjectManager. That’s because Gantt charts are the best tool to create a milestone plan.
The term milestone planning refers to the process of marking milestones on a project schedule . Milestone planning is primarily done by project managers who will find critical points in the project life cycle and mark them as project milestones so that their team understands what are the key deliverables, activities or phases that need to be completed.
By marking these critical points with project milestones, both project managers and team members can easily track important steps in the project life cycle and better understand what needs to be done and when. The milestone planning process is usually done with the help of milestone charts, also referred to as milestone schedules. Milestone charts allow project managers to create a milestone plan or milestone schedule, a visual timeline that shows project milestones over a timeframe.
The image below shows a Gantt chart that was made to plan and schedule a construction project. On the left side you can see a list of tasks, which can be marked as project milestones. Then, on the right side, there are project milestones, marked with diamond symbols which in this case are “bid date,” referring to the date when a construction bid is submitted and “start design work” which is when architects and engineers will start working on the construction design, after the feasibility study and permit application steps.
More importantly, ProjectManager’s Gantt chart goes beyond milestone planning as it not only shows the milestones but also all the tasks that are in between them for better project tracking.
As discussed above, project management milestones measure progress by breaking a project into phases. According to the project management institute (PMI), there are typically five phases in project management: initiation, planning, execution , monitoring & controlling and closure. But when exactly do you add milestones?
The simple answer is when you’ve completed everything related to that project phase. For example, completing the project charter is usually the last step in the initiation phase of a project. This would be when you place your project milestone to indicate you’re moving from initiation to planning.
However, the exact point at which you want to set your milestones might vary depending on your project, your organization and other factors. It’s always best to seek help from project management experts. A little guidance upfront can save a lot of headaches later on.
Milestones are more of a period in time rather than the specific completion of tasks or project deliverables, so the question arises, can you have milestones that don’t relate to project phases? The short answer is yes. You can set any sort of milestones in project management . Traditionally, they break projects into phases, but you can choose to create a milestone to indicate a big task, important event, deliverable or more.
What could be better to explain how to use milestones in project management than some examples? Let’s look at some common project milestones examples for each phase of the project life cycle .
These milestone examples apply to any project regardless of its industry. However, as a project manager , you’re free to define the project milestones that you need to help you plan, execute and track your project progress.
To get a better understanding of how to use milestones in a real project plan, try ProjectManager’s free project milestone template
The project milestone template opens in the Gantt chart project view of ProjectManager . This free milestone planning template lets you visualize your project plan, with the tasks to the left and the timeline to the right. As you can see, the diamond icons on the right indicate where there’s a project milestone.
Besides identifying project milestones, this template can be used to identify the critical path of your project, assign work to your team members and identify task and milestone dependencies. The milestones in ProjectManager’s free milestone schedule template can be set to start-to-start, start-to-finish, finish-to-finish and finish-to-start.
Part of scheduling a project is being able to monitor and track the progress of that project schedule in real-time. Milestone charts are a way to track how far you’ve come in the project. By noting the completed milestones, you can measure the distance you are from the finish line of a project.
This comes in handy when you’re dealing with stakeholders . Stakeholders aren’t interested in a granular, detailed report on the project’s progress. They want broad strokes that indicate whether or not the project is moving along as scheduled. A milestone chart is ideal for this kind of reporting because milestones show the major phases you’ve finished at this point in the project, according to your plan.
When you’re presenting a milestone schedule to stakeholders, you can show them the milestones you completed this month and the ones you’re on track to complete for the coming month— and whether or not the milestones were reached as planned or if there were any delays.
How do you know if you’ve in fact achieved the goals set out for a project phase? Without knowing the objectives and key performance indicators you planned to reach upon the close of your project milestone, it’s an empty victory.
Project reporting can respond to this situation. Generate a status report and get a look at the overall health of your project. Did you complete your tasks on time, within the budget you set? For example, you might have noticed a change in your project scope. Perhaps there’s been some slippage and you’re behind schedule. That’s not a milestone to celebrate.
However, it’s also not a cause for undue alarm. Changes are part of any project. The problems arise when those changes aren’t responded to. By running a status report you know what’s changed and its impact on the project. Now you can work toward getting back on schedule. When you reach your next milestone, run more reports to track your progress and make sure you’re staying on track.
While you’ll mostly use milestones for the nuts and bolts of scheduling, they’re also useful for celebrating project achievements. Obviously, once a project milestone has been reached, it’s because the team has done something right, like completing a project phase or producing an important deliverable. Why not use this opportunity to congratulate them?
Celebrate success in whatever manner is right for you and the project team. It can be as simple as a handshake or a note to the team members. Maybe you want to treat them to lunch or offer a bonus. Whatever the case, acknowledging your team’s achievement pays off in dividends in the forms of employee retention, team loyalty and project buy-in. You’re also fostering a positive relationship with your team and building trust, which is instrumental to a productive project. Using project management software with team collaboration tools helps you ensure everybody is aware of these initiatives.
With our award-winning online Gantt charts, ProjectManager lets you take full advantage of milestones. This interactive planning tool takes the complexity out of creating and editing a Gantt chart. When you’re planning the project, just add the tasks and their duration, including the due date, and the Gantt chart will populate the timeline automatically.
Use a work breakdown structure (WBS) to figure out your deliverables and the tasks associated with them. Then on the left side of the Gantt chart, you can add all these tasks, breaking them into project phases. Once you add the start and end dates to these tasks, they’ll automatically populate the timeline to the right of the Gantt chart.
Now you need to identify milestones in your project. They can be used to separate the project phases, but as we explained earlier there are many different deliverables that you can make milestones in your project. Choose the ones that’ll help you monitor your progress, but also think of a milestone as a reason to congratulate the project team and have a celebration to help with morale. Milestones can be added to the Gantt chart by adding the milestone diamond icon.
With ProjectManager, you can easily assign tasks to your team members and watch their progress as they move toward achieving project milestones. Our Gantt chart software also provides your team with a platform for collaboration . Use it to share updates and files and enable dialogues at the task level. You can even set up automatic alerts to make sure milestones are met.
Milestones, like tasks, can be linked. That’s when the phase of one milestone cannot begin until the completion of the phase before it. That way, you’re not blocking team members by having them wait or by not allowing them what they need to move forward with their tasks.
When you’ve completed your project schedule add a baseline. This captures the schedule and allows you to track its progress in real time by comparing the planned effort against your actual effort. You can get a high-level overview of progress by toggling over to the real-time dashboard , which automatically tracks costs, time, tasks, workload and more with easy-to-read graphs and charts. There’s no setup required as with lightweight alternatives. It’s ready when you are.
Reporting on milestones for stakeholders is also streamlined because you can view progress in real-time and, with your dashboard, turn that data into clear and colorful charts that can be shared however you see fit. Milestones have never been easier to use.
Milestones are just one of the many project management tools you get when using ProjectManager . Our online project management software provides online Gantt charts with milestones, real-time data, and a collaborative platform to make you and your team more efficient and productive. See how it can help you manage projects by taking a free 30-day trial today!
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Searching for a milestone definition in terms of project management or business in general? You’ve come to the right place.
In this article, we’ll explain exactly what a milestone is, how you can use them in business, and showcase meaningful examples across different industries.
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What’s a milestone?
A milestone is a key event or action in a project or your business journey that marks a significant stage of progress.
Milestones aren’t some random stretch goals that you’re unlikely to reach. They’re key points throughout a project that prove a certain amount of progress. They should all mark that you’ve reached the next “mile” of your business journey.
That could be something as simple as landing your first customer in a new vertical or as complicated as releasing a new product prototype. Business milestones typically don’t just measure progress, but that are part of your contract. Let’s take a closer look at this specific type of milestone.
Contractual milestones are stages in a project where the project sponsor has agreed to pay you a certain amount of the full project price. For example, it could be finishing the first usable prototype of a product or an initial website design.
These milestones typically have due dates, and if the client doesn’t meet them, it could affect their payment. Contractual milestones are common in industries like software development, design, and manufacturing.
According to a 2021 PMI project management study, the most common reasons for project failure are related to poor upfront planning and unforeseen change.
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Weak requirements gathering, poor planning, inadequate vision — these are all avoidable issues. Exploring and setting important milestones ahead of time can help you outline a clear path to success.
By breaking a project down into milestones, it’s also easier to identify clear risks and roadblocks that could impede the project. This granular upfront planning helps you avoid unwanted surprises after investing big.
For larger projects, the project milestone isn’t optional. It’s how you guarantee that the flow of the project keeps up throughout the entire duration. You can also set business growth milestones from quarter to quarter to motivate your team.
But what exactly should such a milestone look like?
Now that we’ve covered the definition of a milestone and its importance, it’s time to look at some examples in different industries.
Let’s take a look at some examples of practical marketing milestones that you could use for your own company.
Milestones |
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reaching 1,000 monthly website visitors to your company blog. |
getting the #1 spot in Google for a relevant keyword. |
buying your first Super Bowl commercial. |
getting your first 1,000 organic followers on Twitter or Facebook. |
uploading the very first video to your YouTube channel. |
There are 2 approaches to set milestones for marketing campaigns and projects.
First, you can use milestones tied to metrics like visitors, followers, or Google search engine rankings. Second, they can identify crucial moments in your company’s marketing journey. The difference between aiming for 1,000 visitors and launching your company blog is significant.
Using a combination of both approaches will often lead to the best results.
Sales milestones are crucial stepping stones to completing your annual or quarterly sales goals.
Breaking it down into several different areas of opportunity, like lead generation, retention, and market expansion is a good starting point.
Milestones |
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matching last year’s sales volume at an earlier date. |
getting your first sale in a new region. |
boosting your number of incoming leads by 10% |
increasing deal size of existing clients by 10%. |
increasing the number of referred clients by 20%. |
In IT and software development projects, there are often clear-cut milestones directly related to different transitions and natural stages. For example, when creating a website, you usually start by designing a wireframe and prototype, instead of just going straight to a live site.
Milestones |
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completing the requirements gathering report. |
finishing the wireframe and initial design. |
finishing a usable prototype or beta version. |
finishing a crucial product feature. |
completing quality assurance and user assurance tests. |
onboarding the first user. |
In customer service, you should focus on improving key service metrics, as well as overall customer satisfaction.
Milestones |
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reaching a certain level of NPS (Net Promoter Score) or CSAT (Customer Satisfaction) scores. |
improving first response rate to 90%. |
improve the average response time to 60 minutes or less. |
improving self-service to reduce tickets by 20%. |
: boosting customer retention by 5%. |
Another crucial measuring stick for how your customer service is calculating is the retention and churn rates. Don’t be afraid to venture outside traditional goals to set actionable milestones for your support team.
Then, there are general milestones within project management that you can apply to just about any project.
Milestones |
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completing requirements gathering and initial project plan. |
starting the implementation part of the project process. |
delivering a working piece of the final product needed to complete it. |
getting stakeholder sign-off on a prototype or feature. |
completing quality assurance and user assurance tests. |
But whether you’re creating marketing milestones or company milestones, the process involves more than you might think.
The 3 best practices below will help you keep on the right track.
A milestone should be a measurable or easily confirmable significant event. It’s not just a single task on your list, like writing the headlines for an ad.
It’s a good idea to focus on increasing a key performance indicator (KPI ) by a certain percentage. For example, growing organic traffic or average deal size by 20%.
Another alternative is to focus on the completion of a key deliverable. When do you think you should finish the prototype? By setting these concrete milestones, you can work backwards and figure out exactly what you need to do to make it happen.
Milestones aren’t stretch goals. They’re achievable short-to-medium-term steps towards completing a larger project or business goal. Doubling your sales revenue isn’t a milestone. Getting your first sale in a new market is a suitable milestone.
Keep this in mind when breaking down larger business goals and projects into milestones.
Milestones aren’t the same as project tasks or steps. You shouldn’t add hundreds of them.
Milestones are there to help motivate your team to keep working over the long term. You don’t need to reach a new milestone every single day. Use them sparingly, and they’ll have more impact.
You should also visualize the entire project flow so your team and managers can understand how they’re performing at every stage. The easiest way to do this is to invest in project management software. You don’t want to spend days trying to mess around with Excel templates.
If you want a new level of control and oversight over your milestones and projects, look no further than monday.com Work OS.
With our complete Work OS platform, you can easily visualize every step of your project journey. Not only that, you can create a custom online productivity platform with automations and templates that help speed up your progress.
Want a granular view of how your project will play out over time? The easiest way to do this is with a Gantt chart or timeline view. Just set deadlines or expected time periods for each activity and milestone, and our software takes care of the rest.
You can also color code the items by status, whether they’re completed on time, in progress, or overdue.
monday.com Work OS doesn’t just let you create a high-level overview of your project. We also have detailed, workflow-specific templates you can adapt to help your team stay on track.
Control everything from marketing campaigns to content calendars, and new employee onboarding. Standardization is the key to reliable progress over the long term.
Are data silos hindering smooth collaboration between departments? Do basic human errors, like forgetting to notify an editor on time, slow down your projects?
The answer to both of these questions is very likely yes. With monday.com Work OS, you can use native integrations, like with Jira and Zendesk, to help connect teams across departments.
You can also use our automation builder to create custom notifications and automated workflows across platforms.
Setting a random milestone, like getting your 10,000th sale, before you even embark on a project, isn’t always helpful.
Instead, you need to highlight concrete, reachable stages in the project life cycle. You don’t need to aim low, but rather be realistic. Of course, if you want to reach them, it helps if you visualize and routinely revisit these milestones and goals over the long term.
We’ve gone over the milestone definition; now it’s time to create your milestones and take your project management to the next level.
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Elliot Claveau, honorary fellow in the Department of Physics and experimental scientist at Realta Fusion, raises his hands in celebration of achieving a plasma from the control room at the Wisconsin HTS Axisymmetric Mirror Project (WHAM) experiment being conducted at the Wisconsin Plasma Physics Laboratory in Stoughton on July 16, 2024. Photo: Bryce Richter
STOUGHTON, Wis. — A fusion device at the University of Wisconsin–Madison generated plasma for the first time Monday, opening a door to making the highly anticipated, carbon-free energy source a reality.
Over the past four years, a team of UW–Madison physicists and engineers has been constructing and testing the fusion energy device, known as WHAM (Wisconsin HTS Axisymmetric Mirror) in UW’s Physical Sciences Lab in Stoughton. It transitioned to operations mode this week, marking a major milestone for the yearslong research project that’s received support from the U.S. Department of Energy.
“The outlook for decarbonizing our energy sector is just much higher with fusion than anything else,” says Cary Forest, a UW–Madison physics professor who has helped lead the development of WHAM. “First plasma is a crucial first step for us in that direction.”
WHAM started in 2020 as a partnership between UW–Madison, MIT and the company Commonwealth Fusion Systems. Now, WHAM will operate as a public-private partnership between UW–Madison and spinoff company Realta Fusion Inc., positioning it as a major force for fusion research advances at the university.
Like fission, its nuclear energy counterpart, fusion produces carbon-less byproducts, making it one of the cleanest potential energy sources in terms of greenhouse gases. Fission, however, produces long-lived radioactive byproducts that must be safely stored for long periods of time.
Fusion’s fuel — the inputs of the reaction — are abundant and relatively cheap: deuterium, a form of hydrogen with one neutron that is found in seawater, and lithium, an element needed in an amount that is mere fractions of what is required for today’s lithium-ion batteries. These are used to create the radioactive isotope tritium. Then fusion occurs when a heated plasma of deuterium and tritium ions is magnetically moved at rapid speeds in a reactor. The ions collide and fuse their nuclei, releasing energy. That energy is captured as heat, which can be used for industrial heating processes or converted to electricity.
“We think fusion will be as good at producing electricity as any energy source would be, and we think it might be even better to use it as a source of industrial heat for making things,” Forest says. “The world makes more carbon and uses more energy making things than it does moving things or turning the lights on. If we’re going to solve the climate change problem, we should probably be focused even more on how we make things than how we move things.”
Fusion occurs naturally in our sun and other stars to create heat and energy. And for decades, researchers have tried to replicate this process with fusion devices known as mirror machines.
Fusion is most efficient when the plasma is physically contained, as the charged particles have a better chance of colliding. Mirror machines try to limit the escape of the particles from the main reactor with inward-facing magnets. But an inability to efficiently contain the plasma — and therefore to achieve net-positive energy production — had greatly limited the function of the machines until recently.
Over the last decade, researchers around the world have developed high-temperature superconductor magnets that are tens of times stronger than the magnets previously used for fusion research. And with these powerful magnets, the UW–Madison team is revisiting mirror machines as plasma energy reactors.
Since 2020, UW–Madison, MIT and Commonwealth Fusion Systems have received $10 million in grants from the U.S. Department of Energy to build WHAM, in addition to funding support from the UW–Madison College of Letters & Science and UW’s offices of the Vice Chancellor for Research and the Vice Chancellor for Finance and Administration. Commonwealth Fusion Systems has been developing the magnets while UW–Madison has been building the mirror machine. After receiving the magnets earlier in the month, UW–Madison researchers achieved first plasma on July 15, the first step in a new age of fusion research at the university.
First plasma marks the transition from building to operations, and the very beginning of the discovery phase of the research. It is also an important step in a public-private partnership with Realta Fusion , a UW–Madison spinoff that will focus on commercializing mirror fusion. In June 2023, Realta was one of eight companies selected for Department of Energy milestone funding. Forest, a co-founder of Realta, compares the milestone program to the one that NASA used to develop a commercial space program with companies such as SpaceX. Realta has provided both funding and staffing to bolster the WHAM project.
“WHAM is a unique experiment, setting a world record in magnetic field strength for magnetically confined plasmas and equipped with intense heating systems while still being a hands-on experiment for both graduate and undergraduate students,” says Jay Anderson, a scientist at UW–Madison and co-founder of Realta. “Realta over the last year and a half has really amplified what the UW team been able to accomplish.”
The WHAM team will now jump into the discovery phase, learning as much as they can about improving efficiency and setting the stage for what comes next.
“We want to find the showstoppers,” says Forest. “Can we build the magnets? Can we increase the stability of the plasma, which is inherently unstable? How well can we confine the plasma? These questions will take several years to address well, and if we can understand and predict everything about this device, then it will provide the foundations for the next device, the break-even device.”
Support for this research was provided by the U.S. Department of Energy’s (U.S. DOE) Advanced Research Projects Agency – Energy (ARPA-E) award DE-AR0001258; by the University of Wisconsin–Madison, Office of the Vice Chancellor for Research with funding from the Wisconsin Alumni Research Foundation College of Letters & Science and Office of the Vice Chancellor for Finance and Administration; and by Realta Fusion, Inc. Other support, in the form of loaned, gifted, or repurposed equipment came from Commonwealth Fusion Systems, Fermi National Accelerator Lab, General Atomics, Los Alamos National Lab, Max Planck Institute of Plasma Physics (Greifswald), Massachusetts Institute of Technology, TAE Technologies, U.S. Department of Energy, and the University of Wisconsin–Madison Physical Sciences Laboratory.
Written by Sarah Perdue
Link to original story: https://news.wisc.edu/first-plasma-marks-major-milestone-in-uw-madison-fusion-energy-research/
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1000 randomized controlled trials on acceptance and commitment therapy..
Posted September 2, 2024 | Reviewed by Lybi Ma
If you were to visit a psychotherapist in the 1970s or '80s, you might get some peculiar advice. Eliminate negative thoughts. Control your feelings. Just focus on overt behavior. Lessons like these represented the height of what researchers back then knew about human well-being; it’s no wonder that they are still often found in cultural conversations on mental health 40 years later.
Nowadays, however, psychologists know better. Rather than forcing positive thoughts to eliminate negative ones, we are often better advised to learn how to step back from our thoughts (both negative and positive ones) and use useful ones. And rather than controlling our feelings, or trying to relax them away, we can learn to embrace them and learn from them, while focusing our actions on what we truly care about.
Acceptance and commitment therapy (ACT) was a big part of this change. It’s been the subject of process and outcome research for more than 40 years. It is evidence-based and effective in addressing a wide range of mental and behavioral health issues. And quite recently, ACT research crossed an important milestone, as the number of randomized controlled trials on ACT passed 1,000. Randomized trials are not the end-all and be-all of research (the topic for a future post) but they are widely considered to be a kind of gold standard in intervention research because when they are done properly they allow one to observe causal effects.
Reaching such a milestone is a good time to pause and reflect on what we have learned about ACT, and to consider where we might go from here in the future. This is exactly what I and my colleague Grant King did in our recently published article “Acceptance and commitment therapy: What the history of ACT and the first 1000 randomized controlled trials reveal.” It’s not too technical even for general readers; it’s open-access and anyone can read it for free.
Here is what we learned from analyzing the first 1000 randomized controlled trials on acceptance and commitment therapy.
ACT was never just about the “mental health disorders” ( anxiety , depression , and so on) that might be found in diagnostic manuals such as the DSM (Diagnostic Statistical Manual) or the ICD ( International Classification of Diseases ). ACT was meant to address such things while at the same time going beyond traditional therapy targets toward learning how to empower human prosperity in such areas as dealing with chronic illness , improving personal relationships, enhancing workplace performance, or even reducing societal prejudice . The paper describes how early ACT research was mostly focused on basic principles, processes, and components in hopes that these ideas and methods would eventually apply wherever the human mind goes.
Now, 40 years later that has happened. Only 21 percent of the first 1,000 ACT trials have been focused on the DSM. Nearly twice as many are focused on behavioral health issues (exercise, weight, coping with physical illness, chronic pain ); another similarly large number on social problems or performance. Indeed ACT is now listed by science agencies as being evidence-based in many of these areas.
That’s cool.
This breadth comes because ACT promotes psychological flexibility, the ability to open up to one’s own experience, adapt to changing circumstances, and live by one's values. Increases in psychological flexibility make ACT relevant to the goals of almost anyone, including all of those who have issues that may not fit into traditional diagnostic categories.
Most of the randomized controlled trials on ACT come from high-income countries but a surprisingly large percentage (45 percent) come from lower and middle-income countries (LMICs). Their ACT research has taken on a different character, often prioritizing well-being and quality of life over symptom reduction.
The global expansion of ACT research has highlighted the importance of understanding how psychological interventions function in diverse cultural contexts. The careful and at times slow effort to build out the psychological flexibility model has paid off because it has made it easy to culturally modify ACT. For example, ACT principles such as being more open, aware, and focused on your values resonate with all major religions. Thus, in Iran, ACT interventions can make their points using stories drawn from Islamic teaching, while in China they may be drawn from Daoism, Confucianism, or Buddhism.
Some important problems that are commonly studied in LMICs such as the distress of infertility in couples who wish to have children are rarely studied in high-income countries because funding agencies do not view them as “disorders.” We as a community need to learn from LMICs and ACT research has led the way by providing ideas and methods that have spread globally. This holds out hope that we can learn to better serve people from various cultural backgrounds in a world that is becoming increasingly diverse.
Early ACT research was limited to face-to-face interventions in an individual or group context. As ACT research has expanded, however, it is helpful when delivered by books, phone calls, websites, apps, or various forms of self-help . Because ACT research is so voluminous even new areas such as these quickly reach substantial numbers. For example, just studies on the internet or app-based ACT interventions already number about 50 studies, a number that exceeds the total number of studies for many interventions of note.
As ACT research continues to grow, we need to consider studies that are not indexed in major databases. Non-scientists may not realize that few people read specific journals cover to cover anymore. Indeed the phrase cover to cover does not even apply because many journals are all electronic. Their content is known because internet search engines code their content (they “index” the studies). Some 85 percent of the ACT LMIC research is non-indexed. These studies, often published in non-English journals or regions with limited access to global research networks, can provide valuable insights into how ACT functions in diverse cultural contexts, and thus mustn’t be neglected.
While there are legitimate concerns about the quality of some non-indexed studies, dismissing them outright could lead to a skewed understanding of ACT's global impact. Indeed, we’ve documented exactly that in a second study in the journal Behavior Therapy that will be published later this month. The history of indexing shows clearly that the major companies that decide what gets indexed have often cut off non-English journals simply due to bias. For example, one major indexing company only decided to index Korean journals 10 years ago! In today’s global era, we need a more nuanced approach – one that assesses the quality of each study on a case-by-case basis while recognizing the unique contributions that non-English research can offer.
The first 1,000 randomized controlled trials show that ACT research has gone beyond the confines of psychological disorders, embracing diverse cultural contexts, using a range of media, and considering the contributions of all. These steps are essential for ensuring that all people can benefit from greater mental resilience , regardless of their unique challenges, individual backgrounds, or international whereabouts.
Steven Hayes, Ph.D., originated and co-developed acceptance and commitment therapy.
Hayes, Steven & King, Grant. (2024). Acceptance and Commitment Therapy: What the History of ACT and the First 1,000 Randomized Controlled Trials Reveal. Journal of Contextual Behavioral Science. 33. 100809. 10.1016/j.jcbs.2024.100809.
Steven C. Hayes, Ph.D. , is Nevada Foundation Professor at the Department of Psychology at the University of Nevada Reno.
It’s increasingly common for someone to be diagnosed with a condition such as ADHD or autism as an adult. A diagnosis often brings relief, but it can also come with as many questions as answers.
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What are milestones? A milestone is a finding or set of findings that signal the achievement of a specific aim in your research plan. Applicants must propose one or more milestones for each Specific Aim. For each milestone, provide sufficient details on methods, assumptions, experimental designs, data analysis plan (if the results are quantitatively measured), and specify the quantitative ...
Creating a research proposal timeline involves several key components that ensure your project is well-organized and feasible. Identifying major milestones is the first step. These milestones are the significant points in your research where you achieve critical objectives. For example, completing your literature review or collecting data are ...
To write a realistic and effective project milestone, this easy-to-follow guide can help you get started. 1. Identify the key milestones. These key milestones mark the important project phases. They are the main checkpoints on the way to successfully meeting the project's schedule.
A research timeline is an essential part of any project proposal. It defines the chronological order of events of your project plan that includes aspects such as reading & research, analysis results, milestones, preliminary data results, literature review results, etc.
Research proposal examples. Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We've included a few for you below. Example research proposal #1: "A Conceptual Framework for Scheduling Constraint Management".
For example, for a research grant, project milestones may be completing a draft of the final study or report, submitting the report for review, publishing the report, and disseminating findings. The findings and the report in question would be considered the deliverables while the steps getting to that final product are the milestones.
Milestones are the steps a candidate needs to take to achieve their goals. While you should develop your milestones in consultation with your supervisor, you should start by generating a list of possible milestones that are achievable and realistic, and have specific dates for when they should be achieved. That is, they should always be written ...
In this example, the team's off-site strat-op meeting has been added to the project plan as a milestone so work can be scheduled around it. 3. Identify potential project bottlenecks. Many projects rely on the work produced by external teams or partners to make forward progress.
A quality example of a research proposal shows one's above-average analytical skills, including the ability to coherently synthesize ideas and integrate lateral and vertical thinking. Communication skills. The proposal also demonstrates your proficiency to communicate your thoughts in concise and precise language.
It prompts managers to research and analyze the market to find the best fit. When the needs are identified, they send proposal requests to multiple vendors where the executive summary, requirements, and proof of concept are listed. As responses are received, milestones can be marked off for every vendor spot. Mid-project milestones 8.
Step 11: Proposal Submission Milestone. The 'Proposal Submission' milestone, set for May 15, 2024, marks the conclusive stage, signifying the submission of the crafted and refined research proposal for evaluation and potential implementation. Hurray, You Did It! And there you have it! Your Research Project Proposal Gantt Chart is now complete.
Completion and submission. Finally you should be pulling the writing that you have done already into a thesis format, editing, proofing and then submitting the thesis. It is a good idea to assign a time frame to these milestones, taking into account activities that must start or stop at specific times. Don't worry if your research is not ...
A research proposal must be focused and not be "all over the map" or diverge into unrelated tangents without a clear sense of purpose. Failure to cite landmark works in your literature review. Proposals should be grounded in foundational research that lays a foundation for understanding the development and scope of the the topic and its relevance.
A proposal needs to show how your work fits into what is already known about the topic and what new paradigm will it add to the literature, while specifying the question that the research will answer, establishing its significance, and the implications of the answer. [2] The proposal must be capable of convincing the evaluation committee about ...
Step 1: Title and Abstract. Select a concise, descriptive title and write an abstract summarizing your research question, objectives, methodology and expected outcomes . The abstract should include your research question, the objectives you aim to achieve, the methodology you plan to employ and the anticipated outcomes.
Here is an explanation of each step: 1. Title and Abstract. Choose a concise and descriptive title that reflects the essence of your research. Write an abstract summarizing your research question, objectives, methodology, and expected outcomes. It should provide a brief overview of your proposal. 2.
Milestones don't represent work that needs to be budgeted or scheduled for, in of itself. Instead, they are pivotal moments that represent major progress in project timelines. As such, each milestone usually consists of a network of tasks that must be completed. These tasks have defined start and end dates, allocated employees, and associated costs.
For teams, milestones indicate upcoming deadlines, deliverables, and impending supplies from vendors. Milestones in Toggl Plan are color-coded. That way stakeholders and team members get clear visual cues about the upcoming deadlines. #5. Milestones improve team engagement. A project milestone doesn't have to be about dry tasks and review ...
Future Milestone research should apply this implementation continua or other implementation frameworks across a more comprehensive set of processes and could query the possible differences among medical, surgical, and hospital-based specialties. There are several limitations to this study. While we discovered new themes for the thematic ...
Milestones are powerful because they demonstrate forward progress in your project plan. They help motivate and align your team by enabling everyone to view progress and judge priorities. And they help you monitor deadlines, identify important dates, and recognize potential bottlenecks within the project.
Milestones are a project manager's secret weapon for keeping stakeholders happy. Milestones can be any significant event that is a good marker in your project. No two projects are the same — but these examples are a good place to start. Project management software everyone on your team will love.
Research Project Timeline Example 1 Stage Activity Estimated duration Start date End date Deliverable Comments Research design and planning Develop research design Finalise research problem/questions Confirmed research problem/questions Draft research design section for final report Prepare research proposal Research proposal/ethical approval
Here's a guide to help project managers determine these key points in their project life cycle using various project management tools and strategies. Step 1. Understand the project scope and objectives. Before setting project milestones, thoroughly understand your project's goals, deliverables, and constraints.
A project milestone is a project planning tool that's used to mark a point in a project schedule. Project milestones can note the start and finish of a project, mark the completion of a major phase of work or anything that's worth highlighting in a project, such as the production of project deliverables. Milestones help project teams ...
A milestone is a key event or action in a project or your business journey that marks a significant stage of progress. Milestones aren't some random stretch goals that you're unlikely to reach. They're key points throughout a project that prove a certain amount of progress.
The Milestone Deliverables Matrix indicated in Table 1 also indicates the phases and milestones for preparing a dissertation report, but also lists the work products that should be reviewed at ...
After receiving the magnets earlier in the month, UW-Madison researchers achieved first plasma on July 15, the first step in a new age of fusion research at the university. Preparing fusion energy for market. First plasma marks the transition from building to operations, and the very beginning of the discovery phase of the research.
Research on acceptance and commitment therapy recently passed an important milestone. Here's what we know about the state of ACT after 1000 randomized controlled trials.