scholarly journals Clinical Competency Committees and Assessment: Changing the Conversation in Graduate Medical Education

2015 ◽  
Vol 7 (2) ◽  
pp. 162-165 ◽  
Author(s):  
Colleen Y. Colbert ◽  
Elaine F. Dannefer ◽  
Judith C. French
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Clinical Competency ◽  
Graduate Medical

scholarly journals Better Decision-Making: Shared Mental Models and the Clinical Competency Committee

2021 ◽  
Vol 13 (2s) ◽  
pp. 51-58
Author(s):  
Laura Edgar ◽  
M. Douglas Jones ◽  
Braden Harsy ◽  
Morgan Passiment ◽  
Karen E. Hauer
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Mental Models ◽  
Graduate Medical Education ◽  
Shared Mental Models ◽  
Clinical Competency ◽  
Review Of The Literature ◽  
Graduate Medical ◽  
Team Functioning ◽  
Clinical Competency Committee

ABSTRACT Background Shared mental models (SMMs) help groups make better decisions. Clinical competency committees (CCCs) can benefit from the development and use of SMMs in their decision-making as a way to optimize the quality and consistency of their decisions. Objective We reviewed the use of SMMs for decision making in graduate medical education, particularly their use in CCCs. Methods In May 2020, the authors conducted a narrative review of the literature related to SMMs. This review included the SMM related to teams, team functioning, CCCs, and graduate medical education. Results The literature identified the general use of SMMs, SMMs in graduate medical education, and strategies for building SMMs into the work of the CCC. Through the use of clear communication and guidelines, and a shared understanding of goals and expectations, CCCs can make better decisions. SMMs can be applied to Milestones, resident performance, assessment, and feedback. Conclusions To ensure fair and robust decision-making, the CCC must develop and maintain SMMs through excellent communication and understanding of expectations among members.

Graduate Medical Education in Otolaryngology: Making Dollars and Sense of Reform

2021 ◽  
pp. 019459982110042
Author(s):  
Jenny X. Chen ◽  
Shivani A. Shah ◽  
Vinay K. Rathi ◽  
Mark A. Varvares ◽  
Stacey T. Gray
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Resident Training ◽  
Short Term ◽  
Graduate Medical ◽  
Departmental Leadership ◽  
Key Stakeholders ◽  
The Face ◽  
Funding Cuts

Graduate medical education (GME) is funded by the Centers for Medicare and Medicaid Services through both direct and indirect payments. In recent years, stakeholders have raised concerns about the growth of spending on GME and distribution of payment among hospitals. Key stakeholders have proposed reforms to reduce GME funding such as adjustments to statutory payment formulas and absolute caps on annual payments per resident. Otolaryngology departmental leadership should understand the potential effects of proposed reforms, which could have significant implications for the short-term financial performance and the long-term specialty workforce. Although some hospitals and departments may elect to reduce resident salaries or eliminate positions in the face of GME funding cuts, this approach overlooks the substantial Medicare revenue contributed by resident care and high cost of alternative labor sources. Commitment to resident training is necessary to align both the margin and mission of otolaryngology departments and their sponsoring hospitals.

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