2015 ACC/AHA/HRS Advanced Training Statement on Clinical Cardiac Electrophysiology (A Revision of the ACC/AHA 2006 Update of the Clinical Competence Statement on Invasive Electrophysiology Studies, Catheter Ablation, and Cardioversion)

Abstract

Since the 1995 publication of its Core Cardiovascular Training Statement (COCATS), the American College of Cardiology (ACC) has played a central role in defining the knowledge, experiences, skills, and behaviors expected of all clinical cardiologists upon completion of training. Subsequent updates have incorporated major advances and revisions-both in content and structure-including, most recently, a further move toward competency (outcomes)based training, and the use of the 6-domain competency structure promulgated by the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties, and endorsed by the American Board of Internal Medicine (ABIM). A similar structure has been used by ACC to describe the aligned general cardiovascular lifelong learning competencies that all practicing cardiologists are expected to maintain. Many hospital systems also now use the 6-domain structure as part of medical staff privileging and peer-review professional competence assessments.Whereas COCATS has focused on general clinical cardiology, ACC Advanced Training Statements define selected competencies that go beyond those expected of all cardiologists and require training beyond a standard 3-year cardiovascular disease fellowship. This includes sub-subspecialties for which there is an ABIM addedqualification designation, such as clinical cardiac electrophysiology (CCEP). The Advanced Training Statements also describe key experiences and outcomes necessary to maintain or expand competencies during practice.

2017 ACC/HRS lifelong learning statement for clinical cardiac electrophysiology specialists

“…3 Although the COCATS 4 and lifelong learning competencies are similar, they are not identical, reflecting the impact of practice focus and patterns on expectations of competency. Similarly, an advanced training statement on CCEP was published in 2015 4 and this document now represents the corresponding lifelong learning Table 1). This 2017 document represents the first lifelong learning competencies specific to a subspecialty of cardiovascular medicine.…”

“…demonstrate competence in CCEP. 4 As practitioners continue in their careers beyond initial training, it is recognized that many practice opportunities and challenges will exist. As such, prescribing specific numerical requirements to any particular procedure is problematic, as patterns of practice vary from individual to individual as well as during the lifelong practice of CCEP.…”

Identifying Core Content for Electrocardiogram Instruction in Doctor of Pharmacy Curricula

“…6 In addition, the Heart Rhythm Society's 2015 Statement on Clinical Cardiac Electrophysiology specifically mentions pharmacists as a required health care practitioner for developing and maintaining adequate electrophysiology training. 7 While not all graduating pharmacy students will be practicing in the acute care setting, most will be in work environments that require an understanding of drug-induced ECG changes. As a common example, consider community pharmacists alerted for concomitant QT prolonging medications.…”

The Model for Thais Physician Competency Development Based on Focus Discussion Group (FDG): A Review

“…There are two levels of competencies i.e. the first-level competencies for primary care physicians which focus on family medicine, providing a holistic community-based healthcare in which physicians [6], patients and their relatives understand each other like a family; and the higher-level competencies for specialists who need to also have deep academic knowledge such as neurosurgeons and cardiac surgeons. Doctors who have completed specialized train-ing as specified by the Medical Council, for example, 3-year training for ophthalmologist and 5-year training for surgeons are considered as already having desirable specialized competencies.…”