The Effect of the Accreditation Council for Graduate Medical Education Duty Hours Policy on Plastic Surgery Resident Education and Patient Care: An Outcomes Study

2004 ◽  
Vol 114 (7) ◽  
pp. 1878-1886 ◽  
Author(s):  
Chandrasekhar Bob Basu ◽  
Li-Mei Chen ◽  
Larry H. Hollier ◽  
Saleh M. Shenaq
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Plastic Surgery ◽  
Graduate Medical Education ◽  
Resident Education ◽  
Duty Hours ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Outcomes Study ◽  
Surgery Resident

scholarly journals Toward a New Paradigm in Graduate Medical Education in the United States: Elimination of the 24-Hour Call

2009 ◽  
Vol 1 (2) ◽  
pp. 188-194 ◽  
Author(s):  
Susan G. Mautone
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Motor Vehicle ◽  
Motor Vehicle Accidents ◽  
Near Misses ◽  
Scheduling System ◽  
Duty Hours ◽  
Graduate Medical ◽  
Vehicle Accidents

Abstract Background Sleep deprivation negatively affects resident performance, education, and safety. Concerns over these effects have prompted efforts to reduce resident hours. This article describes the design and implementation of a scheduling system with no continuous 24-hour calls. Aims included meeting Accreditation Council for Graduate Medical Education work hour requirements without increasing resident complement, maximizing continuity of learning and patient care, maintaining patient care quality, and acceptance by residents, faculty, and administration. Methods Various coverage options were formulated and discussed. The final schedule was the product of consensus. After re-engineering the master rotation schedule, service-specific conversion of on-call schedules was initiated in July 2003 and completed in July 2004. Annual in-training and certifying examination performance, length of stay, patient mortalities, resident motor vehicle accidents/near misses, and resident satisfaction with the new scheduling system were tracked. Results Continuous 24-hour call has been eliminated from the program since July 2004, with the longest assigned shift being 14 hours. Residents have at least 1 free weekend per month, a 10-hour break between consecutive assigned duty hours, and a mandatory 4-hour “nap” break if assigned a night shift immediately following a day shift. Program-wide, duty hours average 66 hours per week for first-year residents, 63 hours per week for second-year residents, and 60 hours per week for third-year residents. Self-reported motor vehicle accidents and/or near misses of accidents significantly decreased (P < .001) and resident satisfaction increased (P  =  .42). The change was accomplished at no additional cost to the institution and with no adverse patient care or educational outcomes. Conclusions Pediatric residency training with restriction to 14 consecutive duty hours is effective and well accepted by stakeholders. Five years later, the re-engineered schedule has become the new “normal” for our program.

Accreditation Council for Graduate Medical Education (ACGME) Surgery Resident Operative Logs

2017 ◽  
Vol 265 (5) ◽  
pp. 923-929 ◽  
Author(s):  
Frederick Thurston Drake ◽  
Shahram Aarabi ◽  
Brandon T. Garland ◽  
Ciara R. Huntington ◽  
Jarod P. McAteer ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Surgery Resident

Otolaryngology Resident Education and the Accreditation Council for Graduate Medical Education Core Competencies

2018 ◽  
Vol 144 (4) ◽  
pp. 360 ◽  
Author(s):  
Erynne A. Faucett ◽  
Jonnae Y. Barry ◽  
Hilary C. McCrary ◽  
Ahlam A. Saleh ◽  
Audrey B. Erman ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Resident Education ◽  
Core Competencies ◽  
Accreditation Council ◽  
Graduate Medical

scholarly journals Milestones 2.0: Otolaryngology Resident Competency in the Postpandemic Era

2021 ◽  
pp. 019459982110332
Author(s):  
Cristina Cabrera-Muffly ◽  
Cristen Cusumano ◽  
Michael Freeman ◽  
Dink Jardine ◽  
Judith Lieu ◽  
...  
Keyword(s):  
Medical Education ◽  
Head And Neck ◽  
Graduate Medical Education ◽  
Iterative Process ◽  
Resident Education ◽  
Neck Surgery ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Objective Outcomes ◽  
New Research

The Accreditation Council for Graduate Medical Education and the American Board of Otolaryngology–Head and Neck Surgery Milestones Project grew out of a continued need to document objective outcomes within resident education. Milestones 2.0 began its work in 2016, with an intent to resolve inconsistencies in the original milestones based on an iterative process. Milestones 2.0 retains the original 5 levels of achievement but includes a “not yet assessable” option as well. In addition, Milestones 2.0 has added harmonized milestones across all specialties. Each specialty has incorporated a supplemental guide with examples and resources to improve facility with the tool. There will be further refinement of the Milestones as new research emerges with the ultimate goal of providing programs and trainees with a reliable roadmap that can be used to direct and assess learning.

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