Graduate Medical Education and the Evaluation of Physician Competence

1988 ◽  
Vol 81 (3) ◽  
pp. 425-430
Author(s):  
William C. Trier
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Graduate Medical ◽  
Physician Competence

scholarly journals Leadership Training in Graduate Medical Education: A Systematic Review

2018 ◽  
Vol 10 (2) ◽  
pp. 134-148 ◽  
Author(s):  
Brett Sadowski ◽  
Sarah Cantrell ◽  
Adam Barelski ◽  
Patrick G. O'Malley ◽  
Joshua D. Hartzell
Keyword(s):  
Medical Education ◽  
Small Group ◽  
Graduate Medical Education ◽  
Meta Analysis ◽  
Project Based Learning ◽  
Small Group Teaching ◽  
Graduate Medical ◽  
Management Evaluation ◽  
Physician Competence ◽  
Article Quality

ABSTRACT Background  Leadership is a critical component of physician competence, yet the best approaches for developing leadership skills for physicians in training remain undefined. Objective  We systematically reviewed the literature on existing leadership curricula in graduate medical education (GME) to inform leadership program development. Methods  Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, we searched MEDLINE, ERIC, EMBASE, and MedEdPORTAL through October 2015 using search terms to capture GME leadership curricula. Abstracts were reviewed for relevance, and included studies were retrieved for full-text analysis. Article quality was assessed using the Best Evidence in Medical Education (BEME) index. Results  A total of 3413 articles met the search criteria, and 52 were included in the analysis. Article quality was low, with 21% (11 of 52) having a BEME score of 4 or 5. Primary care specialties were the most represented (58%, 30 of 52). The majority of programs were open to all residents (81%, 42 of 52). Projects and use of mentors or coaches were components of 46% and 48% of curricula, respectively. Only 40% (21 of 52) were longitudinal throughout training. The most frequent pedagogic methods were lectures, small group activities, and cases. Common topics included teamwork, leadership models, and change management. Evaluation focused on learner satisfaction and self-assessed knowledge. Longitudinal programs were more likely to be successful. Conclusions  GME leadership curricula are heterogeneous and limited in effectiveness. Small group teaching, project-based learning, mentoring, and coaching were more frequently used in higher-quality studies.

Graduate Medical Education in Otolaryngology: Making Dollars and Sense of Reform

2021 ◽  
pp. 019459982110042
Author(s):  
Jenny X. Chen ◽  
Shivani A. Shah ◽  
Vinay K. Rathi ◽  
Mark A. Varvares ◽  
Stacey T. Gray
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Resident Training ◽  
Short Term ◽  
Graduate Medical ◽  
Departmental Leadership ◽  
Key Stakeholders ◽  
The Face ◽  
Funding Cuts

Graduate medical education (GME) is funded by the Centers for Medicare and Medicaid Services through both direct and indirect payments. In recent years, stakeholders have raised concerns about the growth of spending on GME and distribution of payment among hospitals. Key stakeholders have proposed reforms to reduce GME funding such as adjustments to statutory payment formulas and absolute caps on annual payments per resident. Otolaryngology departmental leadership should understand the potential effects of proposed reforms, which could have significant implications for the short-term financial performance and the long-term specialty workforce. Although some hospitals and departments may elect to reduce resident salaries or eliminate positions in the face of GME funding cuts, this approach overlooks the substantial Medicare revenue contributed by resident care and high cost of alternative labor sources. Commitment to resident training is necessary to align both the margin and mission of otolaryngology departments and their sponsoring hospitals.

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