The Cost of Core Curriculum in Graduate Medical Education: A Cost Comparison of Didactic Educational Materials for Individual Fellowship Programs vs. Shared Flipped Classroom Materials from the National Neonatal Curriculum

Context.— The Accreditation Council for Graduate Medical Education (ACGME) established a new system for accreditation of residency and fellowship programs in 2013. One key aspect of the Next Accreditation System is the 10-year self-study, which requires programs to conduct a comprehensive self-evaluation, including development of program aims and analysis of strengths, weaknesses, and environmental context, in order to plan improvements and take the program to the next level. Objective.— To provide a review of the recent changes and current state of ACGME accreditation, with a focus on the new 10-year self-study, and to share our institution's experience with conducting the first self-study of our pathology residency and accredited fellowship programs in 2018. Data Sources.— Review of English-language literature, published resources from the ACGME, and materials/data from our department's 2018 self-study. Conclusions.— The self-study process now required for ACGME accreditation is a useful way to assess program strengths and weaknesses in the context of current environmental and institutional factors, and helps develop an effective framework for improvements geared at achieving program aims and taking the program to the next level. Additionally, conducting residency and fellowship self-studies together allows for collaboration, effective use of shared resources, and the development of a cohesive educational mission.

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Early experiences of accredited clinical informatics fellowships

Journal of the American Medical Informatics Association ◽

10.1093/jamia/ocv209 ◽

2016 ◽

Vol 23 (4) ◽

pp. 829-834 ◽

Cited By ~ 12

Author(s):

Christopher A Longhurst ◽

Natalie M Pageler ◽

Jonathan P Palma ◽

John T Finnell ◽

Bruce P Levy ◽

...

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Lessons Learned ◽

Clinical Informatics ◽

Accreditation Council ◽

Graduate Medical ◽

Early Experiences ◽

Fellowship Programs ◽

Collective Experience ◽

Medical Subspecialty

Abstract Since the launch of the clinical informatics subspecialty for physicians in 2013, over 1100 physicians have used the practice and education pathways to become board-certified in clinical informatics. Starting in 2018, only physicians who have completed a 2-year clinical informatics fellowship program accredited by the Accreditation Council on Graduate Medical Education will be eligible to take the board exam. The purpose of this viewpoint piece is to describe the collective experience of the first four programs accredited by the Accreditation Council on Graduate Medical Education and to share lessons learned in developing new fellowship programs in this novel medical subspecialty.

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A core curriculum for entering graduate medical education trainees

Teaching and Learning in Medicine ◽

10.1080/10401339209539535 ◽

1992 ◽

Vol 4 (1) ◽

pp. 62-68

Author(s):

Glenda D. Donoghue ◽

Nancy A. Glieco ◽

Lewis M. Flint ◽

John Naughton

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Core Curriculum ◽

Graduate Medical

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Does the Flipped Classroom Improve Learning in Graduate Medical Education?

Journal of Graduate Medical Education ◽

10.4300/jgme-d-16-00817.1 ◽

2017 ◽

Vol 9 (4) ◽

pp. 491-496 ◽

Cited By ~ 22

Author(s):

Jeff Riddell ◽

Paul Jhun ◽

Cha-Chi Fung ◽

James Comes ◽

Stacy Sawtelle ◽

...

Keyword(s):

Medical Education ◽

Low Back Pain ◽

Back Pain ◽

Crossover Study ◽

Graduate Medical Education ◽

Flipped Classroom ◽

Knowledge Gain ◽

Low Back ◽

Graduate Medical ◽

Acute Low Back Pain

ABSTRACT Background The flipped classroom model for didactic education has recently gained popularity in medical education; however, there is a paucity of performance data showing its effectiveness for knowledge gain in graduate medical education. Objective We assessed whether a flipped classroom module improves knowledge gain compared with a standard lecture. Methods We conducted a randomized crossover study in 3 emergency medicine residency programs. Participants were randomized to receive a 50-minute lecture from an expert educator on one subject and a flipped classroom module on the other. The flipped classroom included a 20-minute at-home video and 30 minutes of in-class case discussion. The 2 subjects addressed were headache and acute low back pain. A pretest, immediate posttest, and 90-day retention test were given for each subject. Results Of 82 eligible residents, 73 completed both modules. For the low back pain module, mean test scores were not significantly different between the lecture and flipped classroom formats. For the headache module, there were significant differences in performance for a given test date between the flipped classroom and the lecture format. However, differences between groups were less than 1 of 10 examination items, making it difficult to assign educational importance to the differences. Conclusions In this crossover study comparing a single flipped classroom module with a standard lecture, we found mixed statistical results for performance measured by multiple-choice questions. As the differences were small, the flipped classroom and lecture were essentially equivalent.

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Graduate Medical Education Leadership Development Curriculum for Program Directors

Journal of Graduate Medical Education ◽

10.4300/jgme-d-10-00180.1 ◽

2011 ◽

Vol 3 (2) ◽

pp. 232-235 ◽

Cited By ~ 3

Author(s):

Constance K. Haan ◽

Elisa A. Zenni ◽

Denise T. West ◽

Frank J. Genuardi

Keyword(s):

Medical Education ◽

Leadership Development ◽

Faculty Development ◽

Graduate Medical Education ◽

Core Curriculum ◽

Education Leadership ◽

Lessons Learned ◽

Leadership Roles ◽

Leadership Challenges ◽

Graduate Medical

Abstract Objective Program director (PD) orientation to roles and responsibilities takes on many forms and processes. This article describes one institution's innovative arm of faculty development directed specifically toward PDs and associate PDs to provide institutional resources and information for those in graduate medical education leadership roles. Methods The designated institutional official created a separate faculty development curriculum for leadership development of PDs and associate PDs, modeled on the Association of American Medical Colleges-GRA (Group on Resident Affairs) graduate medical education leadership development course for designated institutional officials. It consists of monthly 90-minute sessions at the end of a working day, for new and experienced PDs alike, with mentoring provided by experienced PDs. We describe 2 iterations of the curriculum. To provide ongoing support a longitudinal curriculum of special topics has followed in the interval between core curriculum offerings. Results Communication between PDs across disciplines has improved. The broad, inclusive nature allowed for experienced PDs to take advantage of the learning opportunity while providing exchange and mentorship through sharing of lessons learned. The participants rated the course highly and education process and outcome measures for the programs have been positive, including increased accreditation cycle lengths. Conclusion It is important and valuable to provide PDs and associate PDs with administrative leadership development and resources, separate from general faculty development, to meet their role-specific needs for orientation and development and to better equip them to meet graduate medical education leadership challenges. This endeavor provides a foundational platform for designated institutional official and PD interactions to work on program building and improvement.

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The Direct, Indirect, and Intangible Benefits of Graduate Medical Education Programs to Their Sponsoring Institutions and Communities

Journal of Graduate Medical Education ◽

10.4300/jgme-d-09-00008.1 ◽

2010 ◽

Vol 2 (2) ◽

pp. 154-159 ◽

Cited By ~ 13

Author(s):

Perry A. Pugno ◽

William Ross Gillanders ◽

Stanley M. Kozakowski

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Local Community ◽

Economic Benefits ◽

Complete Analysis ◽

Hospital Competition ◽

Graduate Medical ◽

Cost Center ◽

Intangible Benefits ◽

The Cost

Abstract Declining reimbursement for graduate medical education (GME) as well as increasing hospital competition has placed the cost of GME in the spotlight of institutional administrators. Traditional hospital-generated cost center profit and loss statements fail to accurately reflect the full economic impact of training programs on the institution as well as the larger community. A more complete analysis would take into consideration the direct, indirect, and “intangible” benefits of GME programs. The GME programs usually have a favorable impact on the trainees themselves, the sponsoring institution, the local community, university sponsors and affiliates, and the greater community, and all of these areas need to be considered in the economic analysis. Complete analyses of programs often demonstrate very positive benefits to their sponsoring institutions that would not be recognized on simple cost center profit and loss reports. Studies in the literature that quantify the net economic benefits of GME programs are consistent in their favorable findings.

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