Medical Knowledge: The Importance of Faculty Involvement and Curriculum in Graduate Medical Education

2006 ◽  
Vol 175 (5) ◽  
pp. 1843-1846 ◽  
Author(s):  
Byron D. Joyner ◽  
Craig Nicholson ◽  
Kristy Seidel
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Knowledge ◽  
Faculty Involvement ◽  
Graduate Medical

scholarly journals The “Zing Factor”—How Do Faculty Describe the Best Pediatrics Residents?

2014 ◽  
Vol 6 (1) ◽  
pp. 106-111 ◽  
Author(s):  
Glenn Rosenbluth ◽  
Bridget O'Brien ◽  
Emily M. Asher ◽  
Christine S. Cho
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Knowledge Integration ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Residency Programs ◽  
Graduate Medical ◽  
Trained Interviewer ◽  
And Behaviors ◽  
Assessment Strategies

Abstract Background Faculty in graduate medical education programs may not have uniform approaches to differentiating the quality of residents, and reviews of evaluations suggest that faculty use different standards when assessing residents. Standards for assessing residents also do not consistently map to items on evaluation forms. One way to improve assessment is to reach consensus on the traits and behaviors that are (or should be) present in the best residents. Methods A trained interviewer conducted semistructured interviews with faculty affiliated with 2 pediatrics residency programs until content saturation was achieved. Interviewees were asked to describe specific traits present in residents they identify as the best. Interviews were recorded and transcribed. We used an iterative, inductive approach to generate a coding scheme and identify common themes. Results From 23 interviews, we identified 7 thematic categories of traits and behaviors: personality, energy, professionalism, team behaviors, self-improvement behaviors, patient-interaction behaviors, and medical knowledge and clinical skills (including a subcategory, knowledge integration). Most faculty interviewees focused on traits like passion, enthusiasm, maturity, and reliability. Examination score or intelligence was mentioned less frequently than traits and behaviors categorized under personality and professionalism. Conclusions Faculty identified many traits and behaviors in the residents they define as the best. The thematic categories had incomplete overlap with Accreditation Council for Graduate Medical Education (ACGME) and CanMEDS competencies. This research highlights the ongoing need to review our assessment strategies, and may have implications for the ACGME Milestone Project.

scholarly journals Residency Programs' Evaluations of the Competencies: Data Provided to the ACGME About Types of Assessments Used by Programs

2010 ◽  
Vol 2 (4) ◽  
pp. 649-655 ◽  
Author(s):  
Kathleen D. Holt ◽  
Rebecca S. Miller ◽  
Thomas J. Nasca
Keyword(s):  
Medical Education ◽  
Interpersonal Communication ◽  
Graduate Medical Education ◽  
Medical Knowledge ◽  
Residency Programs ◽  
The Public ◽  
Graduate Medical ◽  
Resident Assessment ◽  
Using Data ◽  
Almost All

Abstract Background In 1999, the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project began to focus on resident performance in the 6 competencies of patient care, medical knowledge, professionalism, practice-based learning and improvement, interpersonal communication skills, and professionalism. Beginning in 2007, the ACGME began collecting information on how programs assess these competencies. This report provides information on the nature and extent of those assessments. Methods Using data collected by the ACGME for site visits, we use descriptive statistics and percentages to describe the number and type of methods and assessors accredited programs (n  =  4417) report using to assess the competencies. Observed differences among specialties, methodologies, and assessors are tested with analysis of variance procedures. Results Almost all (>97%) of programs report assessing all of the competencies and using multiple methods and multiple assessors. Similar assessment methods and evaluator types were consistently used across the 6 competencies. However, there were some differences in the use of patient and family as assessors: Primary care and ambulatory specialties used these to a greater extent than other specialties. Conclusion Residency programs are emphasizing the competencies in their evaluation of residents. Understanding the scope of evaluation methodologies that programs use in resident assessment is important for both the profession and the public, so that together we may monitor continuing improvement in US graduate medical education.

scholarly journals Remediation in the Context of the Competencies: A Survey of Pediatrics Residency Program Directors

2013 ◽  
Vol 5 (1) ◽  
pp. 60-63 ◽  
Author(s):  
Meredith P. Riebschleger ◽  
Hilary M. Haftel
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Online Survey ◽  
Medical Knowledge ◽  
Program Directors ◽  
Graduate Medical ◽  
Competency Based ◽  
Residency Program Directors

Abstract Background The 6 competencies defined by the Accreditation Council for Graduate Medical Education provide the framework of assessment for trainees in the US graduate medical education system, but few studies have investigated their impact on remediation. Methods We obtained data via an anonymous online survey of pediatrics residency program directors. For the purposes of the survey, remediation was defined as “any form of additional training, supervision, or assistance above that required for a typical resident.” Respondents were asked to quantify 3 groups of residents: (1) residents requiring remediation; (2) residents whose training was extended for remediation purposes; and (3) residents whose training was terminated owing to issues related to remediation. For each group, the proportion of residents with deficiencies in each of the 6 competencies was calculated. Results In all 3 groups, deficiencies in medical knowledge and patient care were most common; deficiencies in professionalism and communication were moderately common; and deficiencies in systems-based practice and practice-based learning and improvement were least common. Residents whose training was terminated were more likely to have deficiencies in multiple competencies. Conclusion Although medical knowledge and patient care are reported most frequently, deficiencies in any of the 6 competencies can lead to the need for remediation in pediatrics residents. Residents who are terminated are more likely to have deficits in multiple competencies. It will be critical to develop and refine tools to measure achievement in all 6 competencies as the graduate medical education community may be moving further toward individualized training schedules and competency-based, rather than time-based, training.

scholarly journals Integrative Medicine in Residency Education: Developing Competency Through Online Curriculum Training

2012 ◽  
Vol 4 (1) ◽  
pp. 76-82 ◽  
Author(s):  
Patricia Lebensohn ◽  
Benjamin Kligler ◽  
Sally Dodds ◽  
Craig Schneider ◽  
Selma Sroka ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Graduate Medical Education ◽  
Integrative Medicine ◽  
Medical Knowledge ◽  
Well Being ◽  
High Rate ◽  
Complementary Alternative Medicine ◽  
Graduate Medical ◽  
Behavioral Assessments

Abstract Introduction The Integrative Medicine in Residency (IMR) program, a 200-hour Internet-based, collaborative educational initiative was implemented in 8 family medicine residency programs and has shown a potential to serve as a national model for incorporating training in integrative/complementary/alternative medicine in graduate medical education. Intervention The curriculum content was designed based on a needs assessment and a set of competencies for graduate medical education developed following the Accreditation Council for Graduate Medical Education outcome project guidelines. The content was delivered through distributed online learning and included onsite activities. A modular format allowed for a flexible implementation in different residency settings. Evaluation To assess the feasibility of implementing the curriculum, a multimodal evaluation was utilized, including: (1) residents' evaluation of the curriculum; (2) residents' competencies evaluation through medical knowledge testing, self-assessment, direct observations, and reflections; and (3) residents' wellness and well-being through behavioral assessments. Results The class of 2011 (n  =  61) had a high rate of curriculum completion in the first and second year (98.7% and 84.2%) and course evaluations on meeting objectives, clinical utility, and functioning of the technology were highly rated. There was a statistically significant improvement in medical knowledge test scores for questions aligned with content for both the PGY-1 and PGY-2 courses. Conclusions The IMR program is an advance in the national effort to make training in integrative medicine available to physicians on a broad scale and is a success in terms of online education. Evaluation suggests that this program is feasible for implementation and acceptable to residents despite the many pressures of residency.

A Practical Minded Obsession: With the Possibility and Consequence of Failure

2016 ◽  
Vol 19 (1) ◽  
pp. 001
Author(s):  
Curt Tribble
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Interpersonal Skills ◽  
Training Programs ◽  
Medical Knowledge ◽  
Accreditation Council ◽  
Graduate Medical

<p>The ACGME (Accreditation Council for Graduate Medical Education) in its description of its ‘Outcome Project’ notes that all training programs “must require its resident to obtain competencies in six areas to the level expected of a new practitioner” and these six competencies include: patient care and medical knowledge, interpersonal skills and professionalism, and systems based practice and practice based learning.</p><p>Furthermore, most hospital credentialing systems require evidence of successful adoption and practice of these same six competencies.</p><p>In his article entitled ‘Creating the Educated Surgeon of the 21<sup>st</sup> Century’ Atul Gawande concludes “We are doctors, not technicians. We must educate ourselves accordingly.” </p><p>[Gawande, A. The American Journal of Surgery 181: 551–556, 2001] </p>

A Framework for Mobile Health, Smartphone/Device and App Competencies for Psychiatry and Medicine (Preprint)

2018 ◽  
Author(s):  
Donald Technology In Medical Education For Psychiatry ◽  
Steven Chan ◽  
John Torous ◽  
John Luo ◽  
Robert Boland ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Mobile Health ◽  
Technology Use ◽  
New Technologies ◽  
Quality Care ◽  
Medical Knowledge ◽  
Clinical Decision ◽  
Learning Context ◽  
Graduate Medical

BACKGROUND Technology use is ubiquitous in the digital age, especially in the X, Millennial/Y and Z generations. To ensure quality care, clinicians need skills, knowledge and attitudes that can be measured. This paper proposes mobile health, smartphone/device and app competencies based on a literature review, expert consensus and recommendations of the Institute of Medicine’s Health Professions Educational Summit. OBJECTIVE Outline competencies for mH, SP/D and apps using the Accreditation Council of Graduate Medical Education (ACGME) framework. METHODS Literature is integrated on patient-, learner-, competency- and outcome-based themes from the fields of technology, healthcare, pedagogy and business. Mobile health, smartphone/device and app competencies may be situated within the graduate medical education domains of patient care, medical knowledge, practice based learning and improvement, systems based practice, professionalism, and interpersonal skills and communication. Teaching methods are suggested to align competency outcomes, learning context and evaluation. RESULTS Health care via mobile health (mH), smartphone/device (SP/D) and apps have enough similarities to in-person and telepsychiatric care that competencies can be placed in milestone domains. Additional competencies are needed since mH includes clinical decision support, device/technology assessment/selection and information flow management across an e-platform. Since care with mH may have asynchronous components – like social media – competencies for trainees and clinicians may help them shift traditional learning, teaching, supervisory and evaluation practices to achieve targeted outcomes. Clinicians have to best assess, triage and treat patients using technology in a much broader context, while maintaining the therapeutic relationship. Curricula with interactive case-, problem- and system-based teaching are suggested for faculty, along with clinical exposure to new technologies and adaptation of systems-based practice. Health systems need to manage change and create a positive e-culture. CONCLUSIONS Research is needed on implementing and evaluating mH competencies, organization change with technology and how a paradigm shift like mobile health re-contextualizes digital healthcare CLINICALTRIAL Not applicable.

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