Twelve tips to maximize the value of a clinical competency committee in postgraduate medical education

2018 ◽  
Vol 40 (11) ◽  
pp. 1110-1115 ◽  
Author(s):  
Benjamin Kinnear ◽  
Eric J. Warm ◽  
Karen E. Hauer
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Clinical Competency ◽  
Clinical Competency Committee

scholarly journals Feasibility of an Entrustable Professional Activity for Pathology Resident Frozen Section Training

2021 ◽  
Vol 8 ◽  
pp. 237428952110417
Author(s):  
Bronwyn H. Bryant
Keyword(s):  
Medical Education ◽  
Frozen Section ◽  
Resident Training ◽  
Entrustable Professional Activities ◽  
Professional Activity ◽  
Clinical Competency ◽  
Professional Activities ◽  
Competency Based ◽  
The University ◽  
Clinical Competency Committee

Entrustable professional activities are an intuitive form of workplace-based assessment that can support competency-based medical education. Many entrustable professional activities have been written and published, but few studies describe the feasibility or implementation of entrustable professional activities in graduate medical education. The frozen section entrustable professional activit was introduced into the pathology residency training at the University of Vermont for postgraduate year 1 at the start of their training in frozen section. The feasibility of the entrustable professional activit was evaluated based on 3 criteria: (a) utilization, (b) support of frozen section training, and (c) generating data to support entrustment decision about residents’ readiness to take call. The entrustable professional activit was well utilized and satisfactory to residents, faculty, pathologists’ assistants, and Clinical Competency Committee members. Most members of the Clinical Competency Committee agreed they had sufficient data and noted higher confidence in assessing resident readiness to take call with the addition of entrustable professional activit to the residents’ assessment portfolio. Residents did not endorse it helped them prepare for call; however, the interruption to frozen section training due to the COVID-19 pandemic was a significant contributing factor. The frozen section entrustable professional activit is a feasible addition to pathology resident training based on utilization, support of training, and generation of data to support entrustment decisions for graduated responsibilities. The implementation and integration of the entrustable professional activit into pathology training at our institution is described with discussion of adjustments for future use.

scholarly journals Better Decision-Making: Shared Mental Models and the Clinical Competency Committee

2021 ◽  
Vol 13 (2s) ◽  
pp. 51-58
Author(s):  
Laura Edgar ◽  
M. Douglas Jones ◽  
Braden Harsy ◽  
Morgan Passiment ◽  
Karen E. Hauer
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Mental Models ◽  
Graduate Medical Education ◽  
Shared Mental Models ◽  
Clinical Competency ◽  
Review Of The Literature ◽  
Graduate Medical ◽  
Team Functioning ◽  
Clinical Competency Committee

ABSTRACT Background Shared mental models (SMMs) help groups make better decisions. Clinical competency committees (CCCs) can benefit from the development and use of SMMs in their decision-making as a way to optimize the quality and consistency of their decisions. Objective We reviewed the use of SMMs for decision making in graduate medical education, particularly their use in CCCs. Methods In May 2020, the authors conducted a narrative review of the literature related to SMMs. This review included the SMM related to teams, team functioning, CCCs, and graduate medical education. Results The literature identified the general use of SMMs, SMMs in graduate medical education, and strategies for building SMMs into the work of the CCC. Through the use of clear communication and guidelines, and a shared understanding of goals and expectations, CCCs can make better decisions. SMMs can be applied to Milestones, resident performance, assessment, and feedback. Conclusions To ensure fair and robust decision-making, the CCC must develop and maintain SMMs through excellent communication and understanding of expectations among members.

scholarly journals Effect of Performance Deficiencies on Graduation and Board Certification Rates

2016 ◽  
Vol 125 (1) ◽  
pp. 221-229 ◽  
Author(s):  
Judi A. Turner ◽  
Michael G. Fitzsimons ◽  
Manuel C. Pardo ◽  
Joy L. Hawkins ◽  
Yue Ming Huang ◽  
...  
Keyword(s):  
Medical Education ◽  
High Risk ◽  
Core Competencies ◽  
Risk Groups ◽  
Board Certification ◽  
Clinical Competency ◽  
Resident Performance ◽  
Primary Documents ◽  
Clinical Competency Committee

Abstract Background This multicenter, retrospective study was conducted to determine how resident performance deficiencies affect graduation and board certification. Methods Primary documents pertaining to resident performance were examined over a 10-yr period at four academic anesthesiology residencies. Residents entering training between 2000 and 2009 were included, with follow-up through February 2016. Residents receiving actions by the programs’ Clinical Competency Committee were categorized by the area of deficiency and compared to peers without deficiencies. Results A total of 865 residents were studied (range: 127 to 275 per program). Of these, 215 residents received a total of 405 actions from their respective Clinical Competency Committee. Among those who received an action compared to those who did not, the proportion graduating differed (93 vs. 99%, respectively, P < 0.001), as did the proportion achieving board certification (89 vs. 99%, respectively, P < 0.001). When a single deficiency in an Essential Attribute (e.g., ethical, honest, respectful behavior; absence of impairment) was identified, the proportion graduating dropped to 55%. When more than three Accreditation Council for Graduate Medical Education Core Competencies were deficient, the proportion graduating also dropped significantly. Conclusions Overall graduation and board certification rates were consistently high in residents with no, or isolated, deficiencies. Residents deficient in an Essential Attribute, or multiple competencies, are at high risk of not graduating or achieving board certification. More research is needed on the effectiveness and selective deployment of remediation efforts, particularly for high-risk groups.

Improvement of residents' clinical competency after the introduction of new postgraduate medical education program in Japan

2008 ◽  
Vol 30 (6) ◽  
pp. e161-e169 ◽  
Author(s):  
Kyoko Nomura ◽  
Eiji Yano ◽  
Makoto Aoki ◽  
Katsuhiko Kawaminami ◽  
Hiroyoshi Endo ◽  
...  
Keyword(s):  
Medical Education ◽  
Education Program ◽  
Postgraduate Medical Education ◽  
Clinical Competency ◽  
Medical Education Program

A Multicenter Prospective Comparison of the Accreditation Council for Graduate Medical Education Milestones: Clinical Competency Committee vs. Resident Self-Assessment

2017 ◽  
Vol 74 (6) ◽  
pp. e8-e14 ◽  
Author(s):  
Ryan S. Watson ◽  
Andrew J. Borgert ◽  
Colette T. O׳Heron ◽  
Kara J. Kallies ◽  
Richard A. Sidwell ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Clinical Competency ◽  
Self Assessment ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Prospective Comparison ◽  
Clinical Competency Committee

In memory of professor L.S. Rosenstrauch. To the 100th anniversary

2019 ◽  
pp. 131-135
Author(s):  
T. Sh. Morgoshiia ◽  
N. A. Syroezhin
Keyword(s):  
Medical Education ◽  
Nuclear Medicine ◽  
Board Member ◽  
Postgraduate Medical Education ◽  
Editorial Board Member ◽  
100Th Anniversary ◽  
Honorary Member ◽  
Scientific Papers ◽  
Important Direction

The article presents the main stages of life and work of the professor L.S. Rosenstrauch (1918–2016). L.S. Rosenstrauch is the author of more than 300 scientific papers including 10 monographies. The important direction of his scientific works was development of new radiological techniques such as parasternal mediastinography, and development and integration of the domestic contrast agents. L.S. Rosenstrauch intensively engaged in teaching. More than 30 doctoral and more than 60 candidate dissertations were defended under his guidance or consultation. Professor was a honorary member of domestic and foreign societies of radiology, editorial Board member of the “Journal of radiology and nuclear medicine” and the international journal “Radiology – diagnostics”, coeditor of radiological section of the BME. Under his guidance a unified program of postgraduate medical education in radiology was developed.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

Simulation training in postgraduate medical education: theoretical and practical aspects

2017 ◽  
Vol 2017 (1) ◽  
pp. 10-15
Author(s):  
О. М. Kasyanova ◽  
◽  
К. I. Bodnya ◽  
Keyword(s):  
Medical Education ◽  
Simulation Training ◽  
Postgraduate Medical Education
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