The Single Graduate Medical Education Accreditation System

2015 ◽  
Vol 115 (4) ◽  
pp. 251 ◽  
Author(s):  
Boyd R. Buser ◽  
James Swartwout ◽  
Cheryl Gross ◽  
Maura Biszewski
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Accreditation System ◽  
Graduate Medical

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.

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.

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.

Single Accreditation System for Graduate Medical Education: Transition Update

2019 ◽  
Vol 119 (4) ◽  
pp. 257 ◽  
Author(s):  
Boyd R. Buser ◽  
James Swartwout ◽  
Terri Lischka ◽  
Maura Biszewski
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Accreditation System ◽  
Graduate Medical
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