Optimizing training programs and opportunities for professional development in the era of digital pain interventions: A unique opportunity for collaboration

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Syed H, Mahmood ◽  
Amara Nasir
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Training Programs ◽  
Digital Health ◽  
Grey Literature ◽  
Medical Specialties ◽  
Accreditation Council ◽  
Health Technologies ◽  
Graduate Medical

Introduction: New digital health technologies provide accessible adjuncts to alleviating pain in the general population. The advent novel digital pain interventions have resulted in a rapidly evolving learning environment. Improving knowledge and understanding of these digital patient-centric approaches to treating pain is vital for our current practitioners and new cadre of trainees. The objective of this manuscript is to initiate a discussion about digital pain intervention educational needs of residents as well as attendings in PM&R, anesthesia and neurology. Methodology: After reviewing Accreditation Council Graduate Medical Education (ACGME) and relevant American Board of Medical Specialties policies and best available evidence, including grey literature, we interviewed a group of practicing physicians in physiatry, anesthesiology and neurology, including program directors, to provide expert opinion, guidance and formulate recommendations on educational requirements, research endeavors, and learning techniques and opportunities in utilizing digital health interventions for management of pain. IRB approval was not required. Conclusions: We hope that this manuscript will serve as the basis of designing a comprehensive educational program and outlining opportunities for research that prioritizes optimal care for pain patients and leverages the unique and complementary knowledge base within our fields. Key words: Digital pain; Physiatry; anesthesiology; Neurology; Competency; Accreditation Council Graduate Medical education Citation: Nasir A, Mahmood SH. Optimizing training programs and opportunities for professional development in the era of digital pain interventions: A unique opportunity for collaboration. Anaesth. pain intensive care 2021;25(1): 76–80. D0I: 10.35975/apic.v25i1.1444 Received: 24 October 2020; Reviewed: 22 November 2020; Accepted: 5 December 2020

A Practical Minded Obsession: With the Possibility and Consequence of Failure

2016 ◽  
Vol 19 (1) ◽  
pp. 001
Author(s):  
Curt Tribble
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Interpersonal Skills ◽  
Training Programs ◽  
Medical Knowledge ◽  
Accreditation Council ◽  
Graduate Medical

<p>The ACGME (Accreditation Council for Graduate Medical Education) in its description of its ‘Outcome Project’ notes that all training programs “must require its resident to obtain competencies in six areas to the level expected of a new practitioner” and these six competencies include: patient care and medical knowledge, interpersonal skills and professionalism, and systems based practice and practice based learning.</p><p>Furthermore, most hospital credentialing systems require evidence of successful adoption and practice of these same six competencies.</p><p>In his article entitled ‘Creating the Educated Surgeon of the 21<sup>st</sup> Century’ Atul Gawande concludes “We are doctors, not technicians. We must educate ourselves accordingly.” </p><p>[Gawande, A. The American Journal of Surgery 181: 551–556, 2001] </p>

scholarly journals Characteristics of Designated Institutional Officials and Sponsoring Institutions of ACGME-Accredited Training Programs

2020 ◽  
Vol 13 (1) ◽  
pp. 70-75
Author(s):  
Ryan S. D'Souza ◽  
Brendan Langford ◽  
Shawn D'Souza ◽  
Steven Rose ◽  
Timothy Long
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Training Programs ◽  
Female Gender ◽  
Academic Rank ◽  
Leadership Positions ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Education Community ◽  
Status Number

ABSTRACT Background Since the Accreditation Council for Graduate Medical Education (ACGME) established the designated institutional official (DIO) role in 1998, there have been major changes in sponsoring institutions (SIs) and DIO responsibilities. Yet there remains a large gap in our knowledge regarding baseline SI and DIO characteristics as well as a need for institutions wanting to increase diversity in the DIO role and other leadership positions within the medical education community. Objective We sought to characterize demographics of DIOs and the SIs they oversee. Methods We identified SIs and DIOs on the ACGME website on February 15, 2020. Reviewed data included SI accreditation status, number of programs and resident/fellow positions, and DIO characteristics. Results We identified 831 SIs. SIs with continued accreditation sponsored more programs (median 4.0) than SIs with initial accreditation (median 1.0, P &lt; .001). DIO age ranged from 29–81 years (median 57 years). Two-hundred eighty-three of 831 (34%) DIOs were women. Of 576 DIOs with known academic rank, 356 (62%) DIOs held senior academic rank. A higher proportion of male DIOs had senior academic rank (68% vs 52%; OR 1.90 [95% CI 1.34–2.70]; P &lt; .001) and professor rank (39% vs 24%; OR 2.01 [95% CI 1.38–2.94]; P &lt; .001) compared to female DIOs. Female gender was associated with a greater number of ACGME-accredited programs and filled resident/fellow positions per SI (P &lt; .001 for both). Conclusions This study describes characteristics of DIOs and SIs and offers insights for those pursuing a DIO position.

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.

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