Improving Continuing Education for Family Physicians: The Role of the American Board of Family Medicine

Newton, Warren P.; Baxley, Elizabeth G.; Rode, Kevin; O'Neill, Tom; Fain, Roger

doi:10.3122/jabfm.2019.05.190270

Cited by 1 publication

(1 citation statement)

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“…Assessors and educators need to collaborate while maintaining distinct roles, if they are to fulfill their responsibilities to physicians and the public. 12 Educators and certifying boards are increasingly working together to integrate education and assessment, applying a variety of techniques that are effective and efficient in engaging physicians, such as simulation, small-group problem solving, and reflective exercises. 13 Educators support the role of assessors by communicating the standards for competence, identifying where physicians are falling short of the standard, and building educational programs to meet the needs of individuals and groups of physicians.…”

Section: Collaborate With Educatorsmentioning

confidence: 99%

Continuing Board Certification: Seeing Our Way Forward

McMahon¹,

Newton

2020

J Am Board Fam Med

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Background: Traditionally the role of certifying boards has been to hold physicians accountable for demonstrating standards of competence. In recent years, the authority of continuing board certification has been challenged, due to multiple factors that have shifted the dynamics. The breadth and depth of new information, combined with the pressures of system barriers and administrative burdens, can make it challenging for clinicians stay current and maintain their own competency. Absent feedback about their performance, physicians presume they're practicing effectively. The resulting gap between confidence and competence can also lead physicians to make errors of which they may be unaware. In this environment, assessment and accountability are more important than ever.Four Key Areas: The authors present four key areas to address to move forward with a board certification system that is effective, relevant, and respected. First, boards should set and communicate the specific expectations of specialists. Second, boards should use technology to create practice-relevant assessments. Third, they should collaborate with educators, while maintaining their distinct role as assessors. Fourth, boards need to establish and meet standards for professionalism and ethics that reflect their position as regulatory bodies.Conclusion: Boards have a critical role in professional self-regulation. They should not compromise on their primary responsibility to set and evolve standards for competence and to conduct rigorous assessments of physicians. The methods boards use for assessments should evolve to meet the changing needs of physicians. Collaboration between educators and assessors provides more educational choice, relieves burdens, and supports physicians' commitment to lifelong learning. By working together with physicians, educators and assessors advance their shared goal of supporting physicians to work at the top of their capability and ultimately, optimize patient care. ( J Am Board Fam Med 2020;33:S10-S14.

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Section: Collaborate With Educatorsmentioning

confidence: 99%