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cademic pediatric departments have significant responsibility in the training of learners through medical school, residency, and fellowship and in the maintained competence of their faculty for the provision of care to significant populations of children. At all levels, departments must foster a commitment to the development of new knowledge that will improve child health. These responsibilities require that department leadership develop mission-based content expertise, administrative infrastructure, and collaborative working relationships with medical schools, hospitals, and external accrediting entities. To be successful, departments need to create and develop a learning community that includes effective strategies for ongoing individual and system improvements to ensure continual cognitive learning, competency, quality, and effectiveness of the educational, clinical, and research environments. In this article, we summarize work by the Association of Medical School Pediatric Department Chairs (AMSPDC) to develop and endorse a set of principles of lifelong learning and the results of a member survey designed to determine the strategies used by pediatric chairs to assess lifelong learning competencies across missions.The recognition that lifelong learning is an important principle in medical and residency training and clinical practice has been emphasized for many years in pediatrics. As an example, a Federation of Pediatric Organizations report explicitly highlighted the reality and expectation that the body of medical knowledge and discovery was "constantly expanding and clinicians must accept the challenge of lifelong learning" across the practicing continuum. 1 The Federation of Pediatric Organizations report identified the importance of learning styles, filling gaps in knowledge, and providing various continuing medical education (CME) approaches and measures of the effect of CME on physician competence and performance. In 2000, the American Board of Medical Subspecialties (ABMS) joined the Accreditation Council for Graduate Medical Education (ACGME) in the development and adoption of 6 core competencies. Not long after, the competencies were incorporated into a new maintenance of certification (MOC) process launched by the American Board of Pediatrics (ABP) in 2003. This effort sought to assess a pediatrician or subspecialist's competence through processes that required and assessed evidence of continuous quality improvement over one's practice career. In 2007, Kind et al 2 detailed the planned Pediatric general and subspecialty care requires continuous effort to maintain knowledge and competencies in clinical practice. Equally important are efforts by investigators and educators to maintain knowledge and competencies in the conduct of research and training. The Association of Medical School Pediatric Department Chairs initiated a survey in July 2015 to define principles of lifelong learning in pediatric medicine and determine the approaches and strategies used by chairs to assess knowledge and competence a...
cademic pediatric departments have significant responsibility in the training of learners through medical school, residency, and fellowship and in the maintained competence of their faculty for the provision of care to significant populations of children. At all levels, departments must foster a commitment to the development of new knowledge that will improve child health. These responsibilities require that department leadership develop mission-based content expertise, administrative infrastructure, and collaborative working relationships with medical schools, hospitals, and external accrediting entities. To be successful, departments need to create and develop a learning community that includes effective strategies for ongoing individual and system improvements to ensure continual cognitive learning, competency, quality, and effectiveness of the educational, clinical, and research environments. In this article, we summarize work by the Association of Medical School Pediatric Department Chairs (AMSPDC) to develop and endorse a set of principles of lifelong learning and the results of a member survey designed to determine the strategies used by pediatric chairs to assess lifelong learning competencies across missions.The recognition that lifelong learning is an important principle in medical and residency training and clinical practice has been emphasized for many years in pediatrics. As an example, a Federation of Pediatric Organizations report explicitly highlighted the reality and expectation that the body of medical knowledge and discovery was "constantly expanding and clinicians must accept the challenge of lifelong learning" across the practicing continuum. 1 The Federation of Pediatric Organizations report identified the importance of learning styles, filling gaps in knowledge, and providing various continuing medical education (CME) approaches and measures of the effect of CME on physician competence and performance. In 2000, the American Board of Medical Subspecialties (ABMS) joined the Accreditation Council for Graduate Medical Education (ACGME) in the development and adoption of 6 core competencies. Not long after, the competencies were incorporated into a new maintenance of certification (MOC) process launched by the American Board of Pediatrics (ABP) in 2003. This effort sought to assess a pediatrician or subspecialist's competence through processes that required and assessed evidence of continuous quality improvement over one's practice career. In 2007, Kind et al 2 detailed the planned Pediatric general and subspecialty care requires continuous effort to maintain knowledge and competencies in clinical practice. Equally important are efforts by investigators and educators to maintain knowledge and competencies in the conduct of research and training. The Association of Medical School Pediatric Department Chairs initiated a survey in July 2015 to define principles of lifelong learning in pediatric medicine and determine the approaches and strategies used by chairs to assess knowledge and competence a...
Has not substantially declined, suggesting that standards need tightening up
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