ACGME International: The First 10 Years

Day, Susan H.; Nasca, Thomas J.

doi:10.4300/jgme-d-19-00432

Cited by 12 publications

(7 citation statements)

References 2 publications

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“…There remain other shortcomings of IME. While IME, post-graduate training, and standardization to the Accreditation Council for Graduate Medical Education International (ACGME-I) guidelines have long been viewed as the standard for progression of global health initiatives [ 20 , 21 ], the paths by which programs offer IME can take many forms and involve three important variables which are the student, teacher, and curriculum. Commonly, the exchange of any one of these variables is considered IME, the most common of which being a student or teacher studying or practicing at a foreign institution.…”

Section: Shortfalls Of International Medical Educationmentioning

confidence: 99%

A Paradigm Shift from International to Transnational Medical Education

Patel¹,

Mullen²,

Eley

2023

Med.Sci.Educ.

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In recent years, the number of medical students seeking international opportunities has grown. To satisfy these demands, collaborative international programs have been developed. However, the benefits of these programs are limited as they employ an international medical education (IME) approach where only the students are exchanged. In this commentary, we discuss the current models of IME and propose a paradigm shift to a transnational approach wherein the student, faculty, and curriculum are exchanged allowing for increased integration and awareness of cultural and educational approaches to treatment that can be retained and incorporated into future practice to advance healthcare across the globe.

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Section: Shortfalls Of International Medical Educationmentioning

confidence: 99%

A Paradigm Shift from International to Transnational Medical Education

Patel¹,

Mullen²,

Eley

2023

Med.Sci.Educ.

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“…A formal letter of agreement establishing the relationship between the ministry and ACGME-International (ACGME-I) was signed in 2009, and a vice president for accreditation services was appointed to lead ACGME-I later that year. (7) In 2010, Singapore became the first country outside the US to adopt a training structure based on the ACGME Core Competencies framework and seek accreditation by the same council. Paediatrics was one of the first seven specialties that received a mandate from the MOH to redesign its postgraduate medical education structure to meet the standards of the newly constituted ACGME-International.…”

Section: Acgme-i and Competency-based Medical Education (Cbme)mentioning

confidence: 99%

Evolution of postgraduate medical education in paediatrics: the Singapore story

Shahdadpuri¹,

Lau²,

Chay³

2021

smedj

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Postgraduate paediatric education in Singapore has seen a seismic shift in the past 50–60 years, from a primarily time-based, passive, teacher-centric and apprenticeship model with hierarchical learning culture to a competency-based and learner-centric one. The postgraduate medical education system in paediatrics in Singapore will continue to evolve and adapt with best practices in evidence-based medical education, with the aim to train and develop the next generation of paediatricians who will strive to continually improve child and population health in Singapore.

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“…8,9 While earlier studies of clinician educators in these countries revealed high overall levels of career satisfaction, with 77% of faculty surveyed reporting intent to remain in academic medicine, there was a negative correlation with retention and being a PD or associate PD. 10,11 As the ACGME-I completes its first decade of accreditation, 12 it is important to examine whether retention of academic leadership is also an international concern.…”

Section: Introductionmentioning

confidence: 99%

Program Director Retention and Attrition Rates in International Graduate Medical Education

Stadler

Ibrahim

Dutta

et al. 2020

Journal of Graduate Medical Education

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Background Program directors (PDs) are integral to the education of the next generation of physicians. Yet, administrative burdens, substantial patient care responsibilities, and lack of protected time for teaching may contribute to work-life imbalance and physician burnout, leading to high rates of attrition. Data on international residency program leadership turnover are lacking. Objective This study aimed to quantify PD turnover in Accreditation Council for Graduate Medical Education-International (ACGME-I) accredited programs in Singapore, United Arab Emirates (UAE), and Qatar, and to compare to US PD attrition rates. Methods Data on PD turnover in international programs was extracted from the ACGME-I Accreditation Data System for academic years 2010–2011 through 2018–2019 for Singapore and 2013–2014 through 2018–2019 for UAE and Qatar. Rates of PD turnover were calculated by country and by ACGME-I medical-, surgical-, and hospital-based specialty groupings and compared using χ2 test. Annual US PD turnover data was extracted from the ACGME's Data Resource Book. Results Seventy programs met inclusion criteria. International PD attrition was high, with 56 programs (80%) changing PDs since program inception, and 16 programs (29%) having 2 or more PD turnovers. There was no significant difference between PD turnover rates in hospital (83%), medical (79%), or surgical (78%) specialties. International PD attrition rates varied from 7% to 20% annually and were comparable to PD turnover in US programs (range 12%–15%). Conclusions High PD turnover rates in newly accredited international residency programs were noted, although annual attrition rates were comparable to US residency programs.

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ACGME International: The First 10 Years

Cited by 12 publications

References 2 publications

A Paradigm Shift from International to Transnational Medical Education

A Paradigm Shift from International to Transnational Medical Education

Evolution of postgraduate medical education in paediatrics: the Singapore story

Program Director Retention and Attrition Rates in International Graduate Medical Education

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