General Competencies And Accreditation In Graduate Medical Education

Batalden, Paul B.; Leach, David C.; Swing, Susan R.; Dreyfus, Hubert L.; Dreyfus, Stuart E.

doi:10.1377/hlthaff.21.5.103

Cited by 601 publications

(391 citation statements)

References 6 publications

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“…Evaluations may be made more objective by assessing specific domains of competency. The commonly used domains in medical student assessment mirror those developed by the ACGME for resident assessment [11]. These include medical knowledge, patient care, professionalism, communication and interpersonal skills, prac- Table 2.…”

Section: Objective Mid-elective and End-of-elective Evaluationsmentioning

confidence: 99%

Reading Room Electives: Say Goodbye to the “Radi-Holiday”

Naeger¹,

Phelps²,

Kohi³

et al. 2013

Journal of the American College of Radiology

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Reading room electives are among the most challenging curricula to develop for medical student educators. Students tend to have few responsibilities and poorly defined learning objectives. The authors review the components of a successful reading room elective. The important components include a thorough orientation, written goals and expectations, attendance and feedback systems, objective mid-elective and end-of-elective evaluations, and an endof-elective debriefing session. Many educational activities, tools, and assessments are available and should be considered to supplement the curriculum. Radiology electives must break free of the "radi-holiday" stereotype and adopt increased responsibilities and expectations, similar to rigorous clinical subinternships.

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Section: Objective Mid-elective and End-of-elective Evaluationsmentioning

confidence: 99%

Reading Room Electives: Say Goodbye to the “Radi-Holiday”

Naeger¹,

Phelps²,

Kohi³

et al. 2013

Journal of the American College of Radiology

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“…6 Understanding culture and culture change is becoming a core competency for systems-based management and organizational leadership in health care delivery and education. 7 While "culture" in a deep sense may seem unapproachable and intractable, an organization's culture is actually manifested and sustained as everyday patterns of human interaction, for example, how one behaves in a meeting, what can or cannot be talked about with those in authority, who makes decisions, or how differences are handled. 8 These patterns may arise accidentally and later become taken for granted and self-sustaining through repetition.…”

Section: Introductionmentioning

confidence: 99%

Enhancing the Informal Curriculum of a Medical School: A Case Study in Organizational Culture Change

et al. 2008

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BACKGROUND: Calls for organizational culture change are audible in many health care discourses today, including those focused on medical education, patient safety, service quality, and translational research. In spite of many efforts, traditional "top-down" approaches to changing culture and relational patterns in organizations often disappoint. OBJECTIVE:In an effort to better align our informal curriculum with our formal competency-based curriculum, Indiana University School of Medicine (IUSM) initiated a school-wide culture change project using an alternative, participatory approach that built on the interests, strengths, and values of IUSM individuals and microsystems.APPROACH: Employing a strategy of "emergent design," we began by gathering and presenting stories of IUSM's culture at its best to foster mindfulness of positive relational patterns already present in the IUSM environment. We then tracked and supported new initiatives stimulated by dissemination of the stories. RESULTS:The vision of a new IUSM culture combined with the initial narrative intervention have prompted significant unanticipated shifts in ordinary activities and behavior, including a redesigned admissions process, new relational practices at faculty meetings, student-initiated publications, and modifications of major administrative projects such as department chair performance reviews and mission-based management. Students' satisfaction with their educational experience rose sharply from historical patterns, and reflective narratives describe significant changes in the work and learning environment.CONCLUSIONS: This case study of emergent change in a medical school's informal curriculum illustrates the efficacy of novel approaches to organizational development. Large-scale change can be promoted with an emergent, non-prescriptive strategy, an appreciative perspective, and focused and sustained attention to everyday relational patterns.

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“…The need to address ACGME competencies for accreditation purposes 17,18 -particularly practicebased learning and systems-based practice-provided an opportunity to address multiple demands on learners and academic institutions.…”

Section: Discussionmentioning

confidence: 99%

A Multi-Institutional Quality Improvement Initiative to Transform Education for Chronic Illness Care in Resident Continuity Practices

et al. 2010

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BACKGROUND: There is a gap between the need for patient-centered, evidence-based primary care for the large burden of chronic illness in the US, and the training of resident physicians to provide that care. OBJECTIVE: To improve training for residents who provide chronic illness care in teaching practice settings. DESIGN: US teaching hospitals were invited to participate in one of two 18-month Breakthrough Series Collaboratives-either a national Collaborative, or a subsequent California Collaborative-to implement the Chronic Care Model (CCM) and related curriculum changes in resident practices. Most practices focused on patients with diabetes mellitus. Educational redesign strategies with related performance measures were developed for curricular innovations anchored in the CCM. In addition, three clinical measures-HbA1c <7%, LDL <100 mg/dL, and blood pressure ≤130/80-and three process measures-retinal and foot examinations, and patient self-management goals-were tracked. PARTICIPANTS: Fifty-seven teams from 37 self-selected teaching hospitals committed to implement the CCM in resident continuity practices; 41 teams focusing on diabetes improvement participated over the entire duration of one of the Collaboratives. INTERVENTIONS: Teaching-practice teams-faculty, residents and staff-participated in Collaboratives by attending monthly calls and regular 2-day face-to-face meetings with the other teams. The national Collaborative faculty led calls and meetings. Each team used rapid cycle quality improvement (PDSA cycles) to implement the CCM and curricular changes. Teams reported education and clinical performance measures monthly. RESULTS: Practices underwent extensive redesign to establish CCM elements. Education measures tracked substantial development of CCM-related learning. The clinical and process measures improved, however inconsistently, during the Collaboratives. CONCLUSIONS: These initiatives suggest that systematic practice redesign for implementing the CCM along with linked educational approaches are achievable in resident continuity practices. Improvement of clinical outcomes in such practices is daunting but achievable.

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General Competencies And Accreditation In Graduate Medical Education

Cited by 601 publications

References 6 publications

Reading Room Electives: Say Goodbye to the “Radi-Holiday”

Reading Room Electives: Say Goodbye to the “Radi-Holiday”

Enhancing the Informal Curriculum of a Medical School: A Case Study in Organizational Culture Change

A Multi-Institutional Quality Improvement Initiative to Transform Education for Chronic Illness Care in Resident Continuity Practices

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