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.

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.

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

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 Empathy Can Be Taught, and Patients Teach it Best

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.

scholarly journals Results From a Transitional-Year Program Director Survey: Identifying Crucial Issues and Concerns

2012 ◽  
Vol 4 (1) ◽  
pp. 28-33
Author(s):  
Steven R. Craig ◽  
Hayden L. Smith ◽  
Matthew W. Short
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Administrative Support ◽  
Program Directors ◽  
Program Director ◽  
Community Hospitals ◽  
Graduate Medical ◽  
Program Coordinators ◽  
Critical Issues ◽  
Preparatory Year

Abstract Background Transitional Year (TY) programs meet an important need by preparing residents for specialties that accept individuals after an initial preparatory year. To our knowledge, no surveys to date have been conducted to identify attributes of TY programs and concerns of TY program directors. Purpose The purpose of this study was to review TY program characteristics and identify critical issues and concerns of TY program directors (TYPDs). Methods A web-based, 22-question survey was sent to all 114 TYPDs of programs accredited by the Accreditation Council for Graduate Medical Education between January and April 2011. The survey included open-formatted and closed-formatted questions addressing program and institution demographics, program director time, administrative support, satisfaction, and future plans. Results The survey response rate was 86%. The median age of TY programs was 28 years, with few new programs. More than 80% of TY programs were conducted at community hospitals and university-affiliated community hospitals. Of the responding TYPDs, 17% had served less than 2 years, and 32% had served 10 years or more. Common sponsoring TY programs included internal medicine (88%), general surgery (42%), family medicine (25%), emergency medicine (24%), and pediatrics (18%). Overall, TYPDs were satisfied with their positions. They expressed concerns about inadequate time to complete duties, salary support, and administrative duties assigned to program coordinators. Forty-nine percent of TYPDs reported they planned to leave the position within the next 5 years. Conclusions Our survey provides useful information to assist institutions and the graduate medical education community in meeting the needs of TYPDs and strengthening TY programs.

AOA ophthalmology and otolaryngology program closures as a model to highlight challenges of maintaining GME in high need areas

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Harris Ahmed ◽  
Kim Vo ◽  
Wayne Robbins
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Administrative Support ◽  
Surgical Care ◽  
Neck Surgery ◽  
Institutional Commitment ◽  
Surgical Specialty ◽  
Graduate Medical ◽  
Surgical Subspecialty ◽  
Hospital Administrative

Abstract Context While 90% of former American Osteopathic Association (AOA) residency programs transitioned to Accreditation Council for Graduate Medical Education (ACGME) accreditation, surgical subspecialty programs such as ear, nose, and throat (ENT, 62%) and ophthalmology (47%) struggled to gain accreditation. Doctors of Osteopathic Medicine (DOs) actively participate in serving underserved communities, and the loss of AOA surgical specialty programs may decrease access to surgical care in rural and nonmetropolitan areas. Objectives To determine the challenges faced by former AOA-accredited surgical subspecialty programs during the transition to ACGME accreditation, particularly ENT and ophthalmology programs in underresourced settings. Methods A directory of former AOA ENT and Ophthalmology programs was obtained from the American Osteopathic Colleges of Ophthalmology and Otolaryngology-Head and Neck Surgery (AOCOO-HNS). A secured survey was sent out to 16 eligible ENT and ophthalmology program directors (PDs). The survey contained both quantitative and qualitative aspects to help assess why these programs did not pursue or failed to receive ACGME accreditation. Results Twelve of 16 eligible programs responded, com-prising six ophthalmology and six ENT PDs. Among the respondents, 83% did not pursue accreditation (6 ophthalmology and 4 ENT programs), and 17% were unsuccessful in achieving accreditation despite pursuing accreditation (2 ENT programs). Across 12 respondents, 7 (58%) cited a lack of hospital/administrative support and 5 (42%) cited excessive costs and lack of faculty support as reasons for not pursuing or obtaining ACGME accreditation. Conclusions The survey results reflect financial issues associated with rural hospitals. A lack of hospital/administrative support and excessive costs to transition to the ACGME were key drivers in closures of AOA surgical specialty programs. In light of these results, we have four recommendations for various stakeholders, including PDs, Designated Institutional Officials, hospital Chief Medical Officers, and health policy experts. These recommendations include expanding Teaching Health Center Graduate Medical Education to surgical subspecialties, identifying and learning from surgical fields such as urology that fared well during the transition to ACGME, addressing the lack of institutional commitment and the prohibitive costs of maintaining ACGME-accredited subspecialty programs in underresourced settings, and reconsidering the Centers for Medicare & Medicaid Services (CMS) pool approach to physician reimbursement.

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