Equivalency? An Analysis of the AACS General Cosmetic Surgery Fellowship Through the Lens of the ACGME 6 Core Competencies

The American Academy of Cosmetic Surgeons (AACS) and American Board of Cosmetic Surgery (ABCS) have developed a 1-year fellowship program in cosmetic surgery with a pathway for board certification. However, attempts by ABCS physicians to advertise as “board certified cosmetic surgeons” have been met with resistance in some states, claiming that this training is not equivalent in scope, content, and duration to training accredited by the Accreditation Council of Graduate Medical Education (ACGME). This has led us to examine the AACS Cosmetic Surgery Fellowship through the lens of the ACGME 6 core competencies and milestones. We conclude that the AACS General Cosmetic Surgery Fellowship meets the ACGME core competencies. Medical knowledge and patient care are the competencies in which it is easiest to demonstrate equivalency to training accredited by the ACGME. Professionalism, systems-based practice, interpersonal communication skills, and practice-based learning are met, although they are more challenging to document. This problem is no different from that faced by ACGME-accredited residency programs and fellowships, who have also found it difficult to measure the competencies independently of one another in a meaningful way.

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The Implications of Core Competencies for Psychiatric Education and Practice in the US

The Canadian Journal of Psychiatry ◽

10.1177/070674370304800403 ◽

2003 ◽

Vol 48 (4) ◽

pp. 215-221 ◽

Cited By ~ 21

Author(s):

Stephen C Scheiber ◽

Thomas AM Kramer ◽

Susan E Adamowski

Keyword(s):

Medical Education ◽

Patient Care ◽

Communication Skills ◽

Royal College ◽

Core Competencies ◽

Medical Knowledge ◽

Psychiatric Education ◽

Physician Competence ◽

The Us ◽

Parallel Body

Physician competence is a universal concern, one that Canada and the US have addressed in differing, but also in similar, ways. Focusing on the roles physicians play, the Royal College of Physicians and Surgeons of Canada (RCPSC) has implemented a uniform procedure for developing and assessing competencies. The US does not have a parallel body but has instead different organizations responsible for different phases of medical education from residency through practice. These groups are working with 6 categories of core competencies to be used for assessment purposes. The categories are patient care, medical knowledge, interpersonal and communication skills, practice-based learning and improvement, professionalism, and systems-based practice. This article presents the US core competencies for psychiatric practice as they are currently being implemented through the American Board of Psychiatry and Neurology, Inc.

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The analysis of Taiwan emergency physician’s core competencies base on the ACGME idea

10.21203/rs.3.rs-272427/v1 ◽

2021 ◽

Author(s):

Kuo-Fang Hsu ◽

Ping-Lung Huang ◽

Tian-Shyug Lee ◽

Bruce C.Y. Lee

Keyword(s):

Medical Education ◽

Patient Care ◽

Communication Skills ◽

Core Competence ◽

Core Competencies ◽

Medical Knowledge ◽

The Core ◽

Medical Quality ◽

Importance Factor ◽

The Core Competence

Abstract The development of the core competence of physicians is related to the practice of medical quality. As the most important field for cultivating the core competence of physicians, how to achieve the construction and evaluation of core competence is an important issue for medical education and management. This study uses the large core competence framework proposed by the ACGME (Accreditation Council for Graduate Medical Education), and use Fuzzy AHP (FAHP) and DEMANTEL method to analyze the weight and priority, and the cause and effect cluster. Study result shows that the FAHP’s importance factor ranking is (1).patient care (C1) (27.83%), (2).medical knowledge (C2) (20.77%), (3).professionalism (C5) (17.93%), (4). Interpersonal and communication skills (C4) (17.41%), (5). practice-based learning and improvement (C3) (15.52%), and (6). systems-based practice (C6) (8.233%). In terms of DEMANTEL, the effect cluster include Patient Care (C1), Professionalism (C5) and Systems-based practice (C6), and the cause cluster includes Medical Knowledge (C2), Practice-based learning and improvement (C3) and Interpersonal and Communication skills (C4). According to finding, the patient care (C1) is the result of attitude, patience, and other five ACGME Core Competence Items. Therefore, the development of emergency physicians’ also needs humanities and ethics training and practice to follows the practice-based learning (C3). This study demonstrates to show on importance factor in emergency physician’s core competencies cultivate. Furthermore, the current findings can serve as a reference for future research in the other specialists physicians cultivate.

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Residency Programs' Evaluations of the Competencies: Data Provided to the ACGME About Types of Assessments Used by Programs

Journal of Graduate Medical Education ◽

10.4300/jgme-02-04-30 ◽

2010 ◽

Vol 2 (4) ◽

pp. 649-655 ◽

Cited By ~ 22

Author(s):

Kathleen D. Holt ◽

Rebecca S. Miller ◽

Thomas J. Nasca

Keyword(s):

Medical Education ◽

Interpersonal Communication ◽

Graduate Medical Education ◽

Medical Knowledge ◽

Residency Programs ◽

The Public ◽

Graduate Medical ◽

Resident Assessment ◽

Using Data ◽

Almost All

Abstract Background In 1999, the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project began to focus on resident performance in the 6 competencies of patient care, medical knowledge, professionalism, practice-based learning and improvement, interpersonal communication skills, and professionalism. Beginning in 2007, the ACGME began collecting information on how programs assess these competencies. This report provides information on the nature and extent of those assessments. Methods Using data collected by the ACGME for site visits, we use descriptive statistics and percentages to describe the number and type of methods and assessors accredited programs (n = 4417) report using to assess the competencies. Observed differences among specialties, methodologies, and assessors are tested with analysis of variance procedures. Results Almost all (>97%) of programs report assessing all of the competencies and using multiple methods and multiple assessors. Similar assessment methods and evaluator types were consistently used across the 6 competencies. However, there were some differences in the use of patient and family as assessors: Primary care and ambulatory specialties used these to a greater extent than other specialties. Conclusion Residency programs are emphasizing the competencies in their evaluation of residents. Understanding the scope of evaluation methodologies that programs use in resident assessment is important for both the profession and the public, so that together we may monitor continuing improvement in US graduate medical education.

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Applications of Narrative Medicine to Surgical Education

The American Surgeon ◽

10.1177/00031348211029851 ◽

2021 ◽

pp. 000313482110298

Author(s):

Carol EH Scott-Conner ◽

Divyansh Agarwal

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Surgical Education ◽

Core Competencies ◽

Narrative Medicine ◽

Medical Schools ◽

Residency Programs ◽

Surgical Residency

Narrative medicine describes the application of story to medical education and practice. Although it has been implemented successfully in many medical schools as a part of undergraduate medical education, applications to the residency environment have been relatively limited. There are virtually no data concerning the adoption of narrative medicine within surgical residencies. This paper provides a brief introduction to the formal discipline of narrative medicine. We further discuss how storytelling is already used in surgical education and summarize the literature on applications of narrative medicine to residents in other specialties. The relevance of narrative medicine to the ACGME core competencies is explored. We conclude with specific suggestions for implementation of narrative medicine within surgical residency programs.

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Empathy Can Be Taught, and Patients Teach it Best

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211000346 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110003

Author(s):

Sudhagar Thangarasu ◽

Gowri Renganathan ◽

Piruthiviraj Natarajan

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Core Competencies ◽

Core Competency ◽

Role Modeling ◽

Residency Programs ◽

Graduate Medical ◽

Mixed Messages ◽

Attending Physicians ◽

Medical Education Curriculum

Empathy toward patients is an essential skill for a physician to deliver the best care for any patient. Empathy also protects the physician from moral injury and decreases the chances for malpractice litigations. The current graduate medical education curriculum allows trainees to graduate without getting focused training to develop empathy as a core competency domain. The tools to measure empathy inherently lack validity. The accurate measure of the provider’s empathy comes from the patient’s perspectives of their experience and their feedback, which is rarely reaching the trainee. The hidden curriculum in residency programs gives mixed messages to trainees due to inadequate role modeling by attending physicians. This narrative style manuscript portrays a teachable moment at the bedside vividly. The teaching team together reflected upon the lack of empathy, took steps to resolve the issue. The attending demonstrated role modeling as an authentic and impactful technique to teach empathy. The conclusion includes a proposal to include the patient’s real-time feedback to trainees as an essential domain under Graduate Medical Education core competencies of professionalism and patient care.

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Morning Report: Can an Established Medical Education Tradition Be Validated?

Journal of Graduate Medical Education ◽

10.4300/jgme-d-12-00199.1 ◽

2013 ◽

Vol 5 (3) ◽

pp. 374-384 ◽

Cited By ~ 11

Author(s):

Matthew McNeill ◽

Sayed K. Ali ◽

Daniel E. Banks ◽

Ishak A. Mansi

Keyword(s):

Medical Education ◽

Patient Care ◽

Outcome Measures ◽

English Language ◽

Meta Analysis ◽

The United States ◽

Cochrane Library ◽

Clinical Effects ◽

Morning Report ◽

Residency Programs

Abstract Background Morning report is accepted as an essential component of residency education throughout different parts of the world. Objective To review the evidence of the educational value, purpose, methods, and outcomes of morning report. Methods A literature search of PubMed, Ovid, and the Cochrane Library for English-language studies published between January 1, 1966, and October 31, 2011, was performed. We searched for keywords and Medical Subject Heading terms related to medical education, methods, attitudes, and outcomes in regard to “morning report.” Title and abstract review, followed by a full-text review by 3 authors, was performed to identify all pertinent articles. Results We identified 71 citations; 40 articles were original studies and 31 were commentaries, editorials, or review articles; 56 studies (79%) originated from internal medicine residency programs; 6 studies (8%) focused on ambulatory morning report; and 63 (89%) originated from the United States. Identified studies varied in objectives, methods, and outcome measures, and were not suitable for meta-analysis. Main outcome measures were resident satisfaction, faculty satisfaction, preparation for professional examinations, use of evidence-based medicine, clinical effects on patient care, adverse event detection, and utilization of a curriculum in case selection. Conclusions Morning report has heterogeneous purposes, methods, and settings. As an educational tool, morning report is challenging to define, its outcome is difficult to measure, and this precludes firm conclusions about its contribution to resident education or patient care. Residency programs should tailor morning report to meet their own unique educational objectives and needs.

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On Being a Physician

10.2310/neuro.1221 ◽

2015 ◽

Author(s):

Elizabeth G Nabel

Keyword(s):

Health Care ◽

Medical Education ◽

Lifelong Learning ◽

Communication Skills ◽

Medical Practice ◽

Medical Knowledge ◽

Health Care Team ◽

Medical Professionalism ◽

Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This chapter contains 6 references and 5 MCQs.

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On Being a Physician

10.2310/im.1221 ◽

2013 ◽

Author(s):

Elizabeth G Nabel

Keyword(s):

Health Care ◽

Medical Education ◽

Lifelong Learning ◽

Communication Skills ◽

Medical Practice ◽

Medical Knowledge ◽

Health Care Team ◽

Medical Professionalism ◽

Standards Of Accreditation

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Professional Development Track to Prepare Future Academic Clinicians

Medical Science Educator ◽

10.1007/s40670-020-01118-5 ◽

2020 ◽

Author(s):

K. Marie Traylor ◽

Jorge L. Cervantes ◽

Cynthia N. Perry

Keyword(s):

Professional Development ◽

Medical Education ◽

Student Achievement ◽

Education Research ◽

Medical Student ◽

Patient Care ◽

Academic Medicine ◽

Student Feedback ◽

Residency Programs ◽

School Of Medicine

Abstract Professional development is instrumental in the success of professionals and trainees in academic medicine. In response to medical student feedback requesting additional professional development opportunities, the Foster School of Medicine developed a distinction program, the Pathway for Preparing Academic Clinicians (PPAC), designed to deliver sought-after skill development and foundational knowledge in the three primary activities of academic medicine: medical education, research, and patient care. This distinction program addresses a curricular gap as identified by students and common to many UME curricula and also provides an opportunity for residency programs to identify student achievement within a pass/fail program.

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The “Zing Factor”—How Do Faculty Describe the Best Pediatrics Residents?

Journal of Graduate Medical Education ◽

10.4300/jgme-d-13-00146.1 ◽

2014 ◽

Vol 6 (1) ◽

pp. 106-111 ◽

Cited By ~ 10

Author(s):

Glenn Rosenbluth ◽

Bridget O'Brien ◽

Emily M. Asher ◽

Christine S. Cho

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Knowledge Integration ◽

Clinical Skills ◽

Medical Knowledge ◽

Residency Programs ◽

Graduate Medical ◽

Trained Interviewer ◽

And Behaviors ◽

Assessment Strategies

Abstract Background Faculty in graduate medical education programs may not have uniform approaches to differentiating the quality of residents, and reviews of evaluations suggest that faculty use different standards when assessing residents. Standards for assessing residents also do not consistently map to items on evaluation forms. One way to improve assessment is to reach consensus on the traits and behaviors that are (or should be) present in the best residents. Methods A trained interviewer conducted semistructured interviews with faculty affiliated with 2 pediatrics residency programs until content saturation was achieved. Interviewees were asked to describe specific traits present in residents they identify as the best. Interviews were recorded and transcribed. We used an iterative, inductive approach to generate a coding scheme and identify common themes. Results From 23 interviews, we identified 7 thematic categories of traits and behaviors: personality, energy, professionalism, team behaviors, self-improvement behaviors, patient-interaction behaviors, and medical knowledge and clinical skills (including a subcategory, knowledge integration). Most faculty interviewees focused on traits like passion, enthusiasm, maturity, and reliability. Examination score or intelligence was mentioned less frequently than traits and behaviors categorized under personality and professionalism. Conclusions Faculty identified many traits and behaviors in the residents they define as the best. The thematic categories had incomplete overlap with Accreditation Council for Graduate Medical Education (ACGME) and CanMEDS competencies. This research highlights the ongoing need to review our assessment strategies, and may have implications for the ACGME Milestone Project.

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