scholarly journals Assessing Curriculum Effectiveness: A Survey of Uniformed Services University Medical School Graduates

2015 ◽  
Vol 180 (suppl_4) ◽  
pp. 113-128 ◽  
Author(s):  
Katherine Picho ◽  
William R. Gilliland ◽  
Anthony R. Artino ◽  
Kent J. DeZee ◽  
Ting Dong ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Patient Care ◽  
Interpersonal Skills ◽  
Medical Knowledge ◽  
Residency Education ◽  
Military Leadership ◽  
Self Reports ◽  
Improvement Method ◽  
Austere Environments

ABSTRACT Purpose: This study assessed alumni perceptions of their preparedness for clinical practice using the Accreditation Council for Graduate Medical Education (ACGME) competencies. We hypothesized that our alumni's perception of preparedness would be highest for military-unique practice and professionalism and lowest for system-based practice and practice-based learning and improvement. Method: 1,189 alumni who graduated from the Uniformed Services University (USU) between 1980 and 2001 completed a survey modeled to assess the ACGME competencies on a 5-point, Likert-type scale. Specifically, self-reports of competencies related to patient care, communication and interpersonal skills, medical knowledge, professionalism, systems-based practice, practice-based learning and improvement, and military-unique practice were evaluated. Results: Consistent with our expectations as the nation's military medical school, our graduates were most confident in their preparedness for military-unique practice, which included items assessing military leadership (M = 4.30, SD = 0.65). USU graduates also indicated being well prepared for the challenges of residency education in the domain of professionalism (M = 4.02, SD = 0.72). Self-reports were also high for competencies related to patient care (M = 3.86, SD = 0.68), communication and interpersonal skills (M = 3.88, SD = 0.66), and medical knowledge (M = 3.78, SD = 0.73). Consistent with expectations, systems-based practice (M = 3.50, SD = 0.70) and practice-based learning and improvement (M = 3.57, SD = 0.62) were the lowest rated competencies, although self-reported preparedness was still quite high. Discussion: Our findings suggest that, from the perspective of our graduates, USU is providing both an effective military-unique curriculum and is preparing trainees for residency training. Further, these results support the notion that graduates are prepared to lead and to practice medicine in austere environments. Compared to other competencies that were assessed, self-ratings for systems-based practice and practice-based learning and improvement were the lowest, which suggests the need to continue to improve USU education in these areas.

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 Building Community and Medical School Partnerships: Impact on Undergraduate Medical Education and Research

2020 ◽  
Author(s):  
Samal Nauhria ◽  
Irene Derksen ◽  
Shreya Nauhria ◽  
Amitabha Basu
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Social Learning ◽  
Active Learning ◽  
Medical School ◽  
Community Service ◽  
Medical Knowledge ◽  
Medical Schools ◽  
Team Work ◽  
Local Healthcare

Abstract Background: Community service provides avenues for social learning in medical education. Partnerships between medical schools and local healthcare agencies has paved the path for an active participation of a medical student in the community. This seems to have a positive impact on the medical knowledge and skills of students and also leads to a betterment of healthcare services for the community. National accreditation agencies and medical boards have emphasized that medical schools should provide opportunities for such learning to occur in the medical school curriculum. Various medical schools around the globe have adopted this active learning pedagogy and thus we wanted to explore how we can establish such a learning framework at out university.Methods: This was a qualitative study based on feedback from volunteer students who attended the annual health fare conducted in collaboration with local healthcare agencies. Two focus group interviews were recorded, transcribed and coded for thematic analyses.Results: Overall, the students enjoyed learning various clinical procedural skills. This activity was an opportunity to apply the medical knowledge learnt in classrooms. The students developed various competencies like communication skills, professionalism, team work and social responsibility. Prevalent health conditions discovered by the students included diabetes mellitus, hypertension and nutritional imbalance.Conclusions: This study explores how serving the community can bring about an educational change for a medical student. The community service framework promotes social learning, interprofessional education, peer learning and active learning amongst medical students.

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

2003 ◽  
Vol 48 (4) ◽  
pp. 215-221 ◽  
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.

scholarly journals Remediation in the Context of the Competencies: A Survey of Pediatrics Residency Program Directors

2013 ◽  
Vol 5 (1) ◽  
pp. 60-63 ◽  
Author(s):  
Meredith P. Riebschleger ◽  
Hilary M. Haftel
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Online Survey ◽  
Medical Knowledge ◽  
Program Directors ◽  
Graduate Medical ◽  
Competency Based ◽  
Residency Program Directors

Abstract Background The 6 competencies defined by the Accreditation Council for Graduate Medical Education provide the framework of assessment for trainees in the US graduate medical education system, but few studies have investigated their impact on remediation. Methods We obtained data via an anonymous online survey of pediatrics residency program directors. For the purposes of the survey, remediation was defined as “any form of additional training, supervision, or assistance above that required for a typical resident.” Respondents were asked to quantify 3 groups of residents: (1) residents requiring remediation; (2) residents whose training was extended for remediation purposes; and (3) residents whose training was terminated owing to issues related to remediation. For each group, the proportion of residents with deficiencies in each of the 6 competencies was calculated. Results In all 3 groups, deficiencies in medical knowledge and patient care were most common; deficiencies in professionalism and communication were moderately common; and deficiencies in systems-based practice and practice-based learning and improvement were least common. Residents whose training was terminated were more likely to have deficiencies in multiple competencies. Conclusion Although medical knowledge and patient care are reported most frequently, deficiencies in any of the 6 competencies can lead to the need for remediation in pediatrics residents. Residents who are terminated are more likely to have deficits in multiple competencies. It will be critical to develop and refine tools to measure achievement in all 6 competencies as the graduate medical education community may be moving further toward individualized training schedules and competency-based, rather than time-based, training.

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

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.

scholarly journals Assessing Task Importance and Anxiety in Medical School: An Instrument Development and Initial Validation Study

2015 ◽  
Vol 180 (suppl_4) ◽  
pp. 31-42
Author(s):  
Henry L. Phillips ◽  
Ting Dong ◽  
Steven J. Durning ◽  
Anthony R. Artino
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Help Seeking ◽  
Interpersonal Skills ◽  
Health Knowledge ◽  
Self Report ◽  
Validity Evidence ◽  
School Students ◽  
Positive Correlations ◽  
And Performance

ABSTRACT Recent research in medical education suggests that students' motivational beliefs, such as their beliefs about the importance of a task, and their emotions are meaningful predictors of learning and performance. The primary purpose of this study was to develop a self-report measure of “task importance” and “anxiety” in relation to several medical education competencies and to collect validity evidence for the new measures. The secondary purpose was to evaluate differences in these measures by year of medical school. Exploratory factor analysis of scores from 368 medical school students suggested two task importance factors and three anxiety factors. The task importance and anxiety subscales were weakly related to each other and exhibited consistently negative and positive correlations, respectively, with three self-efficacy subscales. The task importance subscales were positively related to “metacognition,” whereas “interpersonal skills anxiety” and “health knowledge anxiety” were positively related to “procrastination.” All three anxiety factors were positively related to “avoidance of help seeking,” whereas “interpersonal skills and professionalism importance” was negatively related to help avoidance behaviors. Finally, comparisons across the 4 years of medical school indicated that some aspects of task importance and anxiety varied significantly. Overall, findings from this study provide validity evidence for the psychometric quality of these scales, which capture task importance and anxiety in medical students. Limitations and implications for medical education research are discussed.

scholarly journals Second Flexner Century: The Democratization of Medical Knowledge

2017 ◽  
Vol 4 ◽  
pp. 237428951771887 ◽  
Author(s):  
Ronald S. Weinstein ◽  
Amy L. Waer ◽  
John B. Weinstein ◽  
Margaret M. Briehl ◽  
Michael J. Holcomb ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
General Population ◽  
Medical School ◽  
Medical Knowledge ◽  
The United States ◽  
Gateway Courses ◽  
Daunting Task ◽  
The Us ◽  
K 12

Starting in 1910, the “Flexner Revolution” in medical education catalyzed the transformation of the US medical education enterprise from a proprietary medical school dominated system into a university-based medical school system. In the 21st century, what we refer to as the “Second Flexner Century” shifts focus from the education of medical students to the education of the general population in the “4 health literacies.” Compared with the remarkable success of the first Flexner Revolution, retrofitting medical science education into the US general population today, starting with K-12 students, is a more daunting task. The stakes are high. The emergence of the patient-centered medical home as a health-care delivery model and the revelation that medical errors are the third leading cause of adult deaths in the United States are drivers of population education reform. In this century, patients will be expected to assume far greater responsibility for their own health care as full members of health-care teams. For us, this process began in the run-up to the “Second Flexner Century” with the creation and testing of a general pathology course, repurposed as a series of “gateway” courses on mechanisms of diseases, suitable for introduction at multiple insertion points in the US education continuum. In this article, we describe nomenclature for these gateway courses and a “top–down” strategy for creating pathology coursework for nonmedical students. Finally, we list opportunities for academic pathology departments to engage in a national “Democratization of Medical Knowledge” initiative.

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

2019 ◽  
Vol 36 (4) ◽  
pp. 176-182
Author(s):  
Angel M. Morales ◽  
Jeffrey B. Marvel
Keyword(s):  
Medical Education ◽  
American Academy ◽  
Patient Care ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Cosmetic Surgery ◽  
Core Competencies ◽  
Medical Knowledge ◽  
Fellowship Program ◽  
Residency Programs

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.

A Letter to Future Physicians: One Dozen Important Things You Might Not Learn Enough about During Medical Training—But Should

2010 ◽  
Vol 19 (4) ◽  
pp. 522-526
Author(s):  
STEVE HEILIG ◽  
PHILIP R. LEE
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Training ◽  
Medical Knowledge ◽  
Formal Curriculum

Medical training is intense by design. Starting with medical school, for 4 years most of the time in the formal curriculum is filled with numerous essential topics, and, as scientific and medical knowledge increases, it is increasingly difficult to “triage” what must be learned. Efforts to insert new topics are often fraught with obstacles and resistance. Thus, it is problematic to suggest that even more be taught in those finite years of formal medical education. However, that is exactly what we propose to do here.

Graduate Medical Education

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Patient Care ◽  
Graduate Medical Education ◽  
General Medicine ◽  
Medical Specialty ◽  
Medical Schools ◽  
University Hospital ◽  
Graduate Medical ◽  
Interns And Residents

Graduate medical education has become as important as attendance at medical school in the training of physicians. Up to 1970, most graduates of medical schools first took an internship in general medicine and then a residency in a specialty. After 1970, practically all medical school graduates entered residency training in a specialty immediately after graduation. Residency programs have been located in hospitals affiliated with medical schools and have been accredited by specialty boards, which have been controlled by medical school faculty members. This situation has led to insufficient breadth of training and lax regulation of the programs. The internship, which followed graduation from medical school until its elimination after 1970, consisted of one or two years of hospital training, usually unconnected with any medical specialty. It was designed to provide gradually increasing responsibility for patient care, supplemented by formal teaching in rounds and seminars. In practice, as George Miller observed in 1963, it was “virtually impossible to find an internship [program with] a graded and sequential course of study leading to relatively well-defined goals.” This was also the finding of several surveys of interns and physicians. A 1959 survey of 2,616 interns found that the two most frequently cited deficiencies of internships were lack of “sufficient review and criticism of your work with patients,” cited by 47 percent, and “adequate instruction in the application of scientific knowledge to patient care,” cited by 34 percent. A 1952 survey of 6,662 graduates of the medical school classes of 1937 and 1947 and a later survey of over 3,000 interns and residents produced similar findings. Formal instruction during the internship was usually casual and unsystematic. Stephen Miller's study of one university hospital found that interns spent only a few hours per week in formal lectures and conferences and on rounds. In teaching on rounds, “the visiting physician does not prepare a lecture or other teaching material. He simply walks onto the ward and responds to patients and their problems with opinions and examples from his own clinical experience.” The educational value of rounds therefore depended on the illnesses of the patients and the relevant skills of the physicians.

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