Best Evidence Calling for Educational Reform: Will We Do the Right Thing?

Giudice, Erin; Carraccio, Carol

doi:10.4300/jgme-d-11-00127.1

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…Physicians are also easily able to identify trainees, and indeed colleagues, to whom they would entrust care in any given situation. 10 Hence, the concept of being "entrustable" is critically important, as it refers to the privilege of the trainee to engage in an activity without direct supervision. It also implies a responsibility on the part of the "entruster" for the care being provided by the trainee.…”

Section: Can Be Independently Executed;mentioning

confidence: 99%

Competency-Based Medical Education: Developing a Framework for Obstetrics and Gynaecology

Caccia

Nakajima

Scheele

et al. 2015

Journal of Obstetrics and Gynaecology Canada

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The development of a Canadian competency-based medical education (CBME) curriculum in obstetrics and gynaecology, slated to begin in 2017, must be rooted in, and aligned with, the principles of CanMEDS 2015 and Competence by Design. It must also reflect the unique realities of the practice of the specialty. The Dutch Society of Obstetrics and Gynaecology has been at the forefront of the movement to design and implement competency-based training for obstetrics and gynaecology. The Dutch curriculum represents a practical example of how such a program could be developed. Several CBME curricular initiatives have now also begun across Canada.

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Section: Can Be Independently Executed;mentioning

confidence: 99%

Competency-Based Medical Education: Developing a Framework for Obstetrics and Gynaecology

Caccia

Nakajima

Scheele

et al. 2015

Journal of Obstetrics and Gynaecology Canada

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“…The Carnegie Foundation for the Advancement of Teaching's report, Educating Physicians: A Call for Reform of Medical School and Residency, 9 is a recent addition to a body of literature calling for comprehensive reform of educational standards, including work by the American Medical Association, 11 Institute of Medicine, 12 and others. 13,14 Professional organizations have not been unresponsive. They must follow a methodical path for reviewing and channeling such recommendations.…”

Section: Health It In Medical Educationmentioning

confidence: 98%

The Need To Incorporate Health Information Technology Into Physicians’ Education And Professional Development

et al. 2012

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Nationwide, as physicians and health care systems adopt electronic health records, health information technology is becoming integral to the practice of medicine. But current medical education and professional development curricula do not systematically prepare physicians to use electronic health records and the data these systems collect. We detail how training in meaningful use of electronic health records could be incorporated into physician training, from medical school, through licensure and board certification, to continuing medical education and the maintenance of licensure and board certification. We identify six near-term opportunities for professional organizations to accelerate the integration of health information technology into their requirements.

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“…7 Combinations of these two philosophies have also been suggested. [8][9][10] Regardless of the proposed criteria, there has been little or no study of their effectiveness in improving residency program quality. In 2009, the Association of Family Medicine Residency Directors (AFMRD), a professional organization for family medicine program directors, developed a strategic plan that included the goal of raising the quality of postgraduate family medicine education in the United States.…”

Section: Original Articlesmentioning

confidence: 99%

Six Years’ Experience Using Specialty National Residency Index: An Early Dashboard to Document Change Over Time

Hoekzema

Mills

Maxwell

et al. 2021

Fam Med

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Background and Objectives: A decade ago, the Association of Family Medicine Residency Directors developed the Residency Performance Index (RPI) as a novel dashboard of metrics to support residency programs’ quality improvement efforts. Although the RPI has since been discontinued, we sought to identify lessons learned from an analysis of 6 years of data collected while the RPI was in use to inform future quality and accreditation efforts implemented at the national level. Methods: The RPI collected data from 2012-2017 for nearly 250 distinct family medicine residency programs, identifying strengths and areas for improvement. Eighty-two programs provided data for 3 or more years of measures allowing analysis of improvement trends. Results: For participating programs, aggregate data over 6 years indicated the majority had stable leadership and accreditation. Total family medicine center (FMC) visits by graduates and resident visit demographics were robust. Graduate scope of practice was consistent with nationally publicized trends. Programs hit most aspirational targets more than 40% of the time. However, analysis for those programs with 3 or more years of data revealed that the tool did not result in significant changes for most metrics. Linear regression analysis showed improvements in total patient visits, visits under 10 years of age, and certain procedural competencies for those programs with 3 or more years of data. Conclusions: The RPI was the first and only nationally utilized family medicine graduate medical education quality improvement tool. Individual programs did not show substantial change in quantifiable metrics over time despite limited evidence of select programmatic improvements. Nationally, aggregated data provided insight into scope of practice and other areas of interest in residency training. Further efforts in provision of residency improvement tools are important to support programs given the increasing complexity and high stakes of family medicine residency education.

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Best Evidence Calling for Educational Reform: Will We Do the Right Thing?

Cited by 6 publications

References 7 publications

Competency-Based Medical Education: Developing a Framework for Obstetrics and Gynaecology

Competency-Based Medical Education: Developing a Framework for Obstetrics and Gynaecology

The Need To Incorporate Health Information Technology Into Physicians’ Education And Professional Development

Six Years’ Experience Using Specialty National Residency Index: An Early Dashboard to Document Change Over Time

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