Current teaching and evaluation methods in critical care medicine: Has the Accreditation Council for Graduate Medical Education affected how we practice and teach in the intensive care unit?*

2009 ◽  
Vol 37 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Saumil M. Chudgar ◽  
Christopher E. Cox ◽  
Loretta G. Que ◽  
Kathryn Andolsek ◽  
Nancy W. Knudsen ◽  
...  
Keyword(s):  
Intensive Care Unit ◽  
Medical Education ◽  
Critical Care ◽  
Intensive Care ◽  
Graduate Medical Education ◽  
Evaluation Methods ◽  
Critical Care Medicine ◽  
Accreditation Council ◽  
Graduate Medical

scholarly journals Mechanical Ventilation Training During Graduate Medical Education: Perspectives and Review of the Literature

2019 ◽  
Vol 11 (4) ◽  
pp. 389-401 ◽  
Author(s):  
Jonathan M. Keller ◽  
Dru Claar ◽  
Juliana Carvalho Ferreira ◽  
David C. Chu ◽  
Tanzib Hossain ◽  
...  
Keyword(s):  
Mechanical Ventilation ◽  
Medical Education ◽  
Critical Care ◽  
Best Practices ◽  
Graduate Medical Education ◽  
Assessment Tools ◽  
Critical Care Medicine ◽  
Subspecialty Training ◽  
Review Of The Literature ◽  
Graduate Medical

ABSTRACT Background Management of mechanical ventilation (MV) is an important and complex aspect of caring for critically ill patients. Management strategies and technical operation of the ventilator are key skills for physicians in training, as lack of expertise can lead to substantial patient harm. Objective We performed a narrative review of the literature describing MV education in graduate medical education (GME) and identified best practices for training and assessment methods. Methods We searched MEDLINE, PubMed, and Google Scholar for English-language, peer-reviewed articles describing MV education and assessment. We included articles from 2000 through July 2018 pertaining to MV education or training in GME. Results Fifteen articles met inclusion criteria. Studies related to MV training in anesthesiology, emergency medicine, general surgery, and internal medicine residency programs, as well as subspecialty training in critical care medicine, pediatric critical care medicine, and pulmonary and critical care medicine. Nearly half of trainees assessed were dissatisfied with their MV education. Six studies evaluated educational interventions, all employing simulation as an educational strategy, although there was considerable heterogeneity in content. Most outcomes were assessed with multiple-choice knowledge testing; only 2 studies evaluated the care of actual patients after an educational intervention. Conclusions There is a paucity of information describing MV education in GME. The available literature demonstrates that trainees are generally dissatisfied with MV training. Best practices include establishing MV-specific learning objectives and incorporating simulation. Next research steps include developing competency standards and validity evidence for assessment tools that can be utilized across MV educational curricula.

The Accreditation Council for Graduate Medical Education resident duty hour new standards: History, changes, and impact on staffing of intensive care units*

2011 ◽  
Vol 39 (11) ◽  
pp. 2540-2549 ◽  
Author(s):  
Stephen M. Pastores ◽  
Michael F. OʼConnor ◽  
Ruth M. Kleinpell ◽  
Lena Napolitano ◽  
Nicholas Ward ◽  
...  
Keyword(s):  
Medical Education ◽  
Intensive Care ◽  
Intensive Care Units ◽  
Graduate Medical Education ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Resident Duty

When Hiring New Trauma and Surgical Critical Care Fellowship Graduates, What Qualities Are Most Desirable? A Survey of Trauma Directors and Trauma Program Administrators

2018 ◽  
Vol 84 (2) ◽  
pp. 244-247
Author(s):  
Michael Kalina ◽  
Joseph Ferraro ◽  
Stephen Cohn
Keyword(s):  
Medical Education ◽  
Critical Care ◽  
Graduate Medical Education ◽  
Statistical Significance ◽  
Trauma Surgeon ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Surgical Critical Care ◽  
Care Surgery ◽  
Trauma Surgeons

A general surgeon shortage exists and fewer surgical residents specialize in trauma and surgical critical care (TSCC). We conducted a survey of trauma directors and administrators to determine what qualities are most desirable when hiring new TSCC fellowship graduates. Methods: The survey, entitled “A Survey of Directors of Trauma on Hiring New Attending Trauma Surgeons,” was submitted to the Eastern Association for the Surgery of Trauma (EAST) and distributed to the association members in January 2016. Categorical data were summarized using frequency counts and percentages. Comparisons of responses were analyzed using the chi-squared or Fisher's exact test. Statistical significance was denoted by P < 0.05. Results: A total of 317 respondents from 1364 submitted surveys presented a response rate of 23.2 per cent. Of these respondents, 85.8 per cent (n = 272) decide whether or not a new trauma surgeon is hired and 33.7 per cent were trauma directors. In all, 82.9 per cent work at academic centers and have an Accreditation Council for Graduate Medical Education–approved general surgery residency and 58.4 per cent have an Accreditation Council for Graduate Medical Education–approved surgical critical care or acute care surgery fellowship. In total, 72.6 per cent work in American College of Surgeons–verified trauma centers and 45.0 per cent hire new trauma surgeons as needed. Of the 272 respondents who decide whether or not a new trauma surgeon is hired, the recommendation of the residency and fellowship program director is important. Word of mouth was the most important manner of finding a new hire and the most important qualities of a new TSCC physician were personality and likeability. Conclusion: The survey revealed that well-trained, likeable, enthusiastic, and personable TSCC physicians are the best candidates for hire.

scholarly journals Integrating Mental Practice into a COVID-19 Appropriate Virtual Reality Cataract Surgery Course for Ophthalmology Residents

2020 ◽  
Vol 12 (02) ◽  
pp. e298-e300
Author(s):  
John C. Lin ◽  
Alfred A. Paul ◽  
Ingrid U. Scott ◽  
Paul B. Greenberg
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Cataract Surgery ◽  
Disease Control ◽  
Graduate Medical Education ◽  
Core Competencies ◽  
Mental Practice ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Control And Prevention

AbstractTo present a revised, publicly available virtual reality cataract surgery course for ophthalmology residents that integrates a novel mental practice program into the curriculum, fulfills the six core competencies of the Accreditation Council for Graduate Medical Education, and adheres to the Centers for Disease Control and Prevention educational recommendations for the coronavirus disease 2019 pandemic.

scholarly journals Entrustable Professional Activities in Hematopathology Pathology Fellowship Training: Consensus Design and Proposal

2021 ◽  
Vol 8 ◽  
pp. 237428952199082
Author(s):  
Kristie White ◽  
Julianne Qualtieri ◽  
Elizabeth L. Courville ◽  
Rose C. Beck ◽  
Bachir Alobeid ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Fellowship Training ◽  
Entrustable Professional Activities ◽  
Guidance Document ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Professional Activities ◽  
Constructive Feedback ◽  
Delphi Approach

Hematopathology fellowship education has grown in complexity as patient-centered treatment plans have come to depend on integration of clinical, morphologic, immunophenotypic, molecular, and cytogenetic variables. This complexity is in competition with the need for timely hematopathology care with stewardship of patient, laboratory, and societal resources. Accreditation Council for Graduate Medical Education Milestones provide a guidance document for hematopathology training, but fellows and their educators are in need of a simple framework that allows assessment and feedback of growth toward independent hematopathology practice. Entrustable professional activities provide one such framework, and herein, we provide proposed Hematopathology Fellowship Entrustable Professional Activities based on review of pertinent guidelines and literature, with multiple rounds of expert and stakeholder input utilizing a modified mini-Delphi approach. Ten core entrustable professional activities deemed essential for graduating hematopathology fellows were developed together with skills and knowledge statements, example scenarios, and corresponding Accreditation Council for Graduate Medical Education Milestones. Application of these entrustable professional activities in program design, fellow evaluation, and decisions regarding level of supervision is discussed with consideration of benefits and barriers to implementation. These entrustable professional activities may be used by hematopathology fellowship directors and faculty to provide fellows with timely constructive feedback, determine entrustment decisions, provide the Clinical Competency Committee with granular data to support Milestone evaluations, and provide insight into areas of potential improvement in fellowship training. Fellows will benefit from a clear roadmap to independent hematopathology practice with concrete and timely feedback.

scholarly journals Entrustable Professional Activities for Pathology

2017 ◽  
Vol 4 ◽  
pp. 237428951771428 ◽  
Author(s):  
Cindy B. McCloskey ◽  
Ronald E. Domen ◽  
Richard M. Conran ◽  
Robert D. Hoffman ◽  
Miriam D. Post ◽  
...  
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Clinical Pathology ◽  
Entrustable Professional Activities ◽  
Professional Activity ◽  
Entrustable Professional Activity ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Professional Activities

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.

scholarly journals Evaluating Practice-Based Learning and Improvement: Efforts to Improve Acceptance of Portfolios

2010 ◽  
Vol 2 (4) ◽  
pp. 638-643 ◽  
Author(s):  
Regina Y. Fragneto ◽  
Amy Noel DiLorenzo ◽  
Randall M. Schell ◽  
Edwin A. Bowe
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Evaluation Tool ◽  
Accreditation Council ◽  
Portfolio Evaluation ◽  
Graduate Medical ◽  
Faculty Advisors ◽  
Review Form ◽  
Intensive Education

Abstract Introduction The Accreditation Council for Graduate Medical Education (ACGME) recommends resident portfolios as 1 method for assessing competence in practice-based learning and improvement. In July 2005, when anesthesiology residents in our department were required to start a portfolio, the residents and their faculty advisors did not readily accept this new requirement. Intensive education efforts addressing the goals and importance of portfolios were undertaken. We hypothesized that these educational efforts improved acceptance of the portfolio and retrospectively audited the portfolio evaluation forms completed by faculty advisors. Methods Intensive education about the goals and importance of portfolios began in January 2006, including presentations at departmental conferences and one-on-one education sessions. Faculty advisors were instructed to evaluate each resident's portfolio and complete a review form. We retrospectively collected data to determine the percentage of review forms completed by faculty. The portfolio reviews also assessed the percentage of 10 required portfolio components residents had completed. Results Portfolio review forms were completed by faculty advisors for 13% (5/38) of residents during the first advisor-advisee meeting in December 2005. Initiation of intensive education efforts significantly improved compliance, with review forms completed for 68% (26/38) of residents in May 2006 (P &lt; .0001) and 95% (36/38) in December 2006 (P &lt; .0001). Residents also significantly improved the completeness of portfolios between May and December of 2006. Discussion Portfolios are considered a best methods technique by the ACGME for evaluation of practice-based learning and improvment. We have found that intensive education about the goals and importance of portfolios can enhance acceptance of this evaluation tool, resulting in improved compliance in completion and evaluation of portfolios.

Sign in / Sign up

Export Citation Format

Share Document