Abstract
CONTEXTTo address scholarly activity (SA) accreditation standards, the Michigan State University’s College of Osteopathic Medicine Statewide Campus System has offered the Association of American Medical Colleges’ (AAMC) Teaching for Quality Program for two cohorts of community-based faculty. The purpose of this paper was to describe the design and delivery of the customized program, the authors’ initial lessons learned, and their plans for further evaluation and dissemination.METHODSThe authors customized the program to overcome the barriers typically faced by community-based program faculty learners through a graduate medical education (GME) consortium model. This was the first time this program was delivered in this mannerRESULTSThe authors’ initial cohort of 19 learners successfully developed 15 projects, with two pairs of learners collaborating on projects. The second cohort of 15 learners developed 11 projects, with one pair of learners collaborating. The authors present a series of principles for community-based GME leaders striving to develop SA projects in their respective GME environments.CONCLUSIONSThe “consortium advantage” derived from entities such as the SCS may prove integral to efficiently coordinating SA project resources and knowledge across diverse GME systems.
Highlights
During recent years, graduate medical education (GME) in the U.S has continued to experience substantial changes, most notably moving to a single accreditation system
Graduate medical education (GME) in the U.S has continued to experience substantial changes, most notably moving to a single accreditation system. Graduates of both allopathic and osteopathic medical schools complete residency and/or fellowship training in programs accredited by the Accreditation Council for Graduate Medical Education (ACGME).[1]
Many community-based residency programs have experienced considerable challenges meeting these new ACGME requirements, those related to increased faculty and residents scholarly activity (SA) project expectations and compliance with the Clinical Learning Environment Review (CLER).[3,4,5,6]
Summary
Graduate medical education (GME) in the U.S has continued to experience substantial changes, most notably moving to a single accreditation system. Many community-based residency programs have experienced considerable challenges meeting these new ACGME requirements, those related to increased faculty and residents scholarly activity (SA) project expectations and compliance with the Clinical Learning Environment Review (CLER).[3,4,5,6] Community-based GME officials may be especially challenged meeting accreditation standards due to barriers including: 1) lack of time, 2) inadequate training and experience, and 3) lack of resources and knowledge required to complete SA projects and disseminate results.[7,8,9,10,11,12]
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