Understanding ACGME Scholarly Activity Requirements for General Surgery Programs in the Era of Single Accreditation and the Next Accreditation System

2018 ◽  
Vol 84 (2) ◽  
pp. 40-43 ◽  
Author(s):  
Joseph J. Stella ◽  
Donna L. Lamb ◽  
Steven C. Stain ◽  
Paula M. Termuhlen
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
General Surgery ◽  
Scholarly Activity ◽  
Accreditation System ◽  
Graduate Medical ◽  
Show Evidence ◽  
Next Accreditation System ◽  
Training Of Surgeons ◽  
To Receive

Becoming compliant with the Accreditation Council for Graduate Medical Education (ACGME) requirements for scholarly activity and remaining compliant over time requires time and attention to the development of an environment of inquiry, which is reflected in detailed documentation submitted in program applications and annual updates. Since the beginning of the next accreditation system, all ACGME programs have been required to submit evidence of scholarly activity of both residents and faculty on an annual basis. Since 2014, American Osteopathic Association–accredited programs have been able to apply for ACGME accreditation under the Single Graduate Medical Education Accreditation initiative. The Residency Program Director, Chair, Designated Institutional Official, Faculty, and coordinator need to work cohesively to ensure compliance with all program requirements, including scholarly activity in order for American Osteopathic Association–accredited programs to receive Initial ACGME Accreditation and for current ACGME-accredited programs to maintain accreditation. Fortunately, there are many ways to show the type of scholarly activity that is required for the training of surgeons. In this article, we will review the ACGME General Surgery Program Requirements and definitions of scholarly activity. We will also offer suggestions for how programs may show evidence of scholarly activity.

Challenges in Implementation of the New Accreditation System

2016 ◽  
Vol 32 (4) ◽  
pp. 397-402 ◽  
Author(s):  
Terri B. Feist ◽  
Julia L. Campbell ◽  
Julie A. LaBare ◽  
Donald L. Gilbert
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Administrative Support ◽  
Core Competencies ◽  
Accreditation System ◽  
Child Neurology ◽  
High Turnover ◽  
Training Requirements ◽  
Graduate Medical ◽  
Next Accreditation System

Despite major changes in US Graduate Medical Education, from Core Competencies (2002) to the Next Accreditation System (2012), few studies have evaluated the role of the Residency Coordinator in program accreditation. This role may be especially challenging in child neurology, which involves separate, accredited child and adult neurology residencies. The present study of Child Neurology Program Coordinators evaluated workforce factors and first-year implementation of new training requirements. The response rate was 65% (48/74). Concerning workforce features included high turnover, unpaid overtime, inconsistent job titles, limited career paths, inadequate training, and nonacademic supervision. Programs’ average implementation of 14 new accreditation items averaged 7.5 (standard deviation 2.5). This survey demonstrated that greater Next Accreditation System implementation is linked to increased coordinator experience, supervision within Graduate Medical Education, and greater administrative support for the coordinator role. Changes in these areas could improve future compliance of US child neurology programs with Graduate Medical Education accreditation requirements.

scholarly journals Scholarly Output by Army General Surgery Residents

2020 ◽  
Vol 185 (Supplement_1) ◽  
pp. 571-574
Author(s):  
Timothy P Plackett ◽  
Ronald A Gagliano ◽  
Reed B Kuehn ◽  
Peter J Deveaux ◽  
Jason M Seery
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
General Surgery ◽  
Scholarly Activity ◽  
First Year ◽  
General Surgery Residency ◽  
Graduate Medical ◽  
Scholarly Output ◽  
The Mean ◽  
Number Of Publications

Abstract Introduction To characterize and compare the scholarly activity of applicants to Army First Year Graduate Medical Education (FYGME) general surgery positions over the course of a residency. Methods All applicants for the 2011–2012 Army FYGME positions in general surgery were included. Applications were used to obtain demographics and peer-reviewed publications. Publications were verified using PubMed and Google Scholar. Applicants were tracked for acceptance to a FYGME position, graduation from a general surgery program, and future publications. Comparisons were made between selectees and non-selectees. Results There were 46 applicants for 22 positions. Seven of the selectees (32%) had prior publications versus three non-selectees (12%; p < 0.109). Eighteen of the selectees went on to complete a general surgery residency by 2017. Of those who completed a general surgery residency, 16 (89%) have at least one publication with the mean number of publications of 4.0 versus 10 (43%), and of those not selected had at least one publication and the mean number of publications was 0.7 (p < 0.05). Conclusions The majority of applications for general surgery residencies have no prior research publications. However, after 6 years, graduates of a general surgery residency have significantly published out those not selected for training.

scholarly journals Establishing osteopathic assessments to fulfill osteopathic recognition standards: a model for dermatology and other subspecialties

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Scott J. Mahlberg ◽  
Yujie Linda Liou ◽  
Jenifer Lloyd
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Transition Period ◽  
Training Programs ◽  
Core Competencies ◽  
Accreditation System ◽  
Graduate Medical ◽  
Medical Education System ◽  
Method Of Assessment ◽  
To Receive

Abstract The 5 year transition period for American Osteopathic Association (AOA) training programs to apply for and receive Accreditation Council for Graduate Medical Education (ACGME) accreditation (i.e., the single graduate medical education system) was completed June 30, 2020. Of the previously AOA accredited programs that applied for or received osteopathic recognition (OR), only 24.5% are nonprimary care specialty programs according to the ACGME. The reluctance of specialty programs to apply for OR may be because osteopathic principles and practices (OPP) are not assessed. In order for programs to receive OR, they must have a standard method of assessment to assess osteopathic knowledge, including OPP and osteopathic manipulative treatment. In this Commentary, based on our assessment of the results of a literature review, we propose a model to provide a focused osteopathic assessment for the purposes of maintaining OR within residency training based on the ACGME six core competencies. Examples of multiple choice and essay questions are provided, as is a rubric for grading. The model is applied to the field of dermatology in this article and could serve as a blueprint to other subspecialties. With this framework, collaboration among programs will streamline the process to obtain OR in the ACGME single accreditation system.

What’s new in graduate medical education?

2016 ◽  
Vol 26 (8) ◽  
pp. 1459-1464 ◽  
Author(s):  
Raquel G. Hernandez
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Theoretical Perspective ◽  
Education Programme ◽  
Accreditation System ◽  
Institutional Perspective ◽  
Graduate Medical ◽  
New Graduate ◽  
Medical Education Programme ◽  
Next Accreditation System

AbstractThe development of new graduate medical education programmes provides both opportunities and challenges. Efforts to address physician workforce shortages as well as a realisation that curricula need to be updated to adjust to our rapidly changing healthcare environment have resulted in more educators considering the “how to” and “what’s new” of programme development. Understanding the Next Accreditation System, an accreditation system introduced by the Accreditation Council of Graduate Medical Education in 2012, is critical to the success of new as well as existing residency and fellowship programmes. Although many educators are aware of the general rational for the Next Accreditation System, an in-depth understanding of the meaning of Next Accreditation System is necessary from an experiential and theoretical perspective to be able to successfully launch new programmes and moves towards accreditation. A new paediatric categorical residency programme and a new paediatric surgical programme were developed at our institution immediately following the implementation of Next Accreditation System. We provide a series of insights and perspectives based on our experience relative to what priorities we saw outlined from both the programmatic and the institutional perspective to have our graduate medical education programmes reviewed for accreditation. During this discussion, the following objectives are outlined: to overview the Next Accreditation System as a framework and priorities, to discuss the opportunities and challenges that may exist in developing new programmes, and to discuss future directions in the evaluation of trainees and assessment of training competency. Although challenges are outlined, we hope to relay the continued excitement and opportunities that exist relative to enhancing training curricula for future graduate medical education programme builders.

The New Accreditation Council for Graduate Medical Education Next Accreditation System Milestones Evaluation System

2015 ◽  
Vol 136 (1) ◽  
pp. 181-187 ◽  
Author(s):  
Nyama M. Sillah ◽  
Ahmed M. S. Ibrahim ◽  
Frank H. Lau ◽  
Jinesh Shah ◽  
Caroline Medin ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Evaluation System ◽  
Accreditation System ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Next Accreditation System

A Resident-Driven Mobile Evaluation System Can Be Used to Augment Traditional Surgery Rotation Evaluations

2021 ◽  
pp. 000313482110111
Author(s):  
Kurun Partap S Oberoi ◽  
Akia D Caine ◽  
Jacob Schwartzman ◽  
Sayeeda Rab ◽  
Amber L Turner ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
General Surgery ◽  
Residency Program ◽  
Evaluation System ◽  
Clinical Rotation ◽  
Web Based ◽  
General Surgery Residency ◽  
Surgery Residency Program ◽  
To Receive

Background The Accreditation Council for Graduate Medical Education requires residents to receive milestone-based evaluations in key areas. Shortcomings of the traditional evaluation system (TES) are a low completion rate and delay in completion. We hypothesized that adoption of a mobile evaluation system (MES) would increase the number of evaluations completed and improve their timeliness. Methods Traditional evaluations for a general surgery residency program were converted into a web-based form via a widely available, free, and secure application and implemented in August 2017. After 8 months, MES data were analyzed and compared to that of our TES. Results 122 mobile evaluations were completed; 20% were solicited by residents. Introduction of the MES resulted in an increased number of evaluations per resident ( P = .0028) and proportion of faculty completing evaluations ( P = .0220). Timeliness also improved, with 71% of evaluations being completed during one’s clinical rotation. Conclusions A resident-driven MES is an inexpensive and effective method to augment traditional end-of-rotation evaluations.

A Survey of Neurological Surgery Residency Program Mentorship Practices Compared to Accreditation Council for Graduate Medical Education Resident Outcome Data

Neurosurgery ◽  
2019 ◽  
Vol 87 (5) ◽  
pp. E566-E572 ◽  
Author(s):  
Nickalus R Khan ◽  
Pamela L Derstine ◽  
Andrew J Gienapp ◽  
Paul Klimo ◽  
Nicholas M Barbaro
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Scholarly Activity ◽  
Pass Rates ◽  
Mentorship Program ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Significant Difference ◽  
Survey Results ◽  
Mentorship Programs

Abstract Mentorship can be a powerful and life-altering experience during residency training, but there are few articles discussing mentorship models within neurosurgery. In this study, we surveyed US neurosurgical department mentorship practices and linked them to resident outcomes from the Accreditation Council for Graduate Medical Education (ACGME), including resident survey responses, board pass rates, and scholarly activity. A 19-question survey was conducted from October to December 2017 with the assistance of the Society of Neurological Surgeons. De-identified data were then obtained from the ACGME and correlated to these results. Out of 110 programs, 80 (73%) responded to the survey and gave informed consent. The majority (65%) had a formal mentorship program and assigned mentor relationships based on subspecialty or research interest. Barriers to mentorship were identified as time and faculty/resident “buy-in.” Mentorship programs established for 5 or more years had superior resident ACGME outcomes, such as board pass rates, survey results, and scholarly activity. There was not a significant difference in ACGME outcomes among programs with formal or informal/no mentorship model (P = .17). Programs that self-identified as having an “unsuccessful” mentorship program had significant increases in overall negative resident evaluations (P = .02). Programs with well-established mentorship programs were found to have superior ACGME resident survey results, board pass rates, and more scholarly activity. There was not a significant difference among outcomes and the different models of formal mentorship practices. Barriers to mentorship, such as time and faculty/resident “buy-in,” are identified.

The Single Graduate Medical Education Accreditation System

2015 ◽  
Vol 115 (4) ◽  
pp. 251 ◽  
Author(s):  
Boyd R. Buser ◽  
James Swartwout ◽  
Cheryl Gross ◽  
Maura Biszewski
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Accreditation System ◽  
Graduate Medical

scholarly journals Educating Tomorrow's Cardiac and Thoracic Surgeons in Canada: An Evolving Process

1996 ◽  
Vol 2 (1) ◽  
Author(s):  
David S. Mulder
Keyword(s):  
Medical Education ◽  
Cardiac Surgery ◽  
Thoracic Surgery ◽  
Graduate Medical Education ◽  
Royal College ◽  
General Surgery ◽  
Task Force ◽  
Graduate Medical ◽  
The Past ◽  
Primary Specialty

Societal (1), technological, organizational (2), and educational developments during the past ten years havebrought about increasing pressures for change in the graduate medical education of cardiac and thoracicsurgeons (3). These changes effectively lengthened their training to eight years and created a double standardfor the education of a thoracic surgeon. A task force mandated by the Royal College of Physicians andSurgeons of Canada nucleus committees in both cardiac and thoracic surgery, with the support of theCanadian Society of Cardiovascular and Thoracic Surgeons, addressed these issues and made the followingrecommendations: cardiac surgery and thoracic surgery should each become a primary specialty with its ownnucleus committee. Each specialty would require six years of training, with the possibility of obtainingcertification in both specialties after an additional eighteen months of training. Each specialty could also beentered after the completion of full training in general surgery. In addition, the task force urged thedevelopment of a curriculum to guide educational objectives in each specialty. These changes promise tocreate a flexible, shorter, and more focused program for cardiac and thoracic surgeons in both university andcommunity settings.

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