Graduate Medical Education Outcome Project Research Articles

Competency-Based Objectives in Global Underserved Women's Health for Medical Trainees.

The Association of Professors of Gynecology and Obstetrics Committee on Global Health developed an inclusive definition of global women's health and competency-based objectives that reflected work internationally, as well as with U.S. vulnerable and underserved populations, such as refugee and immigrant populations or those who would otherwise have compromised access to health care. The knowledge, skill, and attitude-based competencies required to fulfill each learning objective were mapped to the Accreditation Council for Graduate Medical Education Outcomes Project's educational domains and the Consortium of Universities for Global Health competency domains. The proposed global women's health definition and competency-based learning objective framework is a first step in ensuring quality standards for educating trainees to address global women's health needs. By proposing these objectives, we hope to guide future program development and spark a broader conversation that will improve health for vulnerable women and shape educational, ethical, and equitable global health experiences for medical trainees.

Developing competencies for pediatric hospice and palliative medicine.

In 2006, hospice and palliative medicine (HPM) became an officially recognized subspecialty. This designation helped initiate the Accreditation Council of Graduate Medical Education Outcomes Project in HPM. As part of this process, a group of expert clinician-educators in HPM defined the initial competency-based outcomes for HPM fellows (General HPM Competencies). Concurrently, these experts recognized and acknowledged that additional expertise in pediatric HPM would ensure that the competencies for pediatric HPM were optimally represented. To fill this gap, a group of pediatric HPM experts used a product development method to define specific Pediatric HPM Competencies. This article describes the development process. With the ongoing evolution of HPM, these competencies will evolve. As part of the Next Accreditation System, the Accreditation Council of Graduate Medical Education uses milestones as a framework to better define competency-based, measurable outcomes for trainees. Currently, there are no milestones specific to HPM, although the field is designing curricular milestones with multispecialty involvement, including pediatrics. These competencies are the conceptual framework for the pediatric content in the HPM milestones. They are specific to the pediatric HPM subspecialist and should be integrated into the training of pediatric HPM subspecialists. They will serve a foundational role in HPM and should inform a wide range of emerging innovations, including the next evolution of HPM Competencies, development of HPM curricular milestones, and training of adult HPM and other pediatric subspecialists. They may also inform pediatric HPM outcome measures, as well as standards of practice and performance for pediatric HPM interdisciplinary teams.

Entrustable professional activities in family medicine.

The Accreditation Council for Graduate Medical Education Outcome Project intended to move residency education toward assessing and documenting resident competence in 6 dimensions of performance important to the practice of medicine. Although the project defined a set of general attributes of a good physician, it did not define the actual activities that a competent physician performs in practice in the given specialty. These descriptions have been called entrustable professional activities (EPAs). We sought to develop a list of EPAs for ambulatory practice in family medicine to guide curriculum development and resident assessment. We developed an initial list of EPAs over the course of 3years, and we refined it further by obtaining the opinion of experts using a Delphi Process. The experts participating in this study were recruited from 2 groups of family medicine leaders: organizers and participants in the Preparing the Personal Physician for Practice initiative, and members of the Society of Teachers of Family Medicine Task Force on Competency Assessment. The experts participated in 2 rounds of anonymous, Internet-based surveys. A total of 22 experts participated, and 21 experts participated in both rounds of the Delphi Process. The Delphi Process reduced the number of competency areas from 91 to 76 areas, with 3 additional competency areas added in round 1. This list of EPAs developed through our Delphi process can be used as a starting point for family medicine residency programs interested in moving toward a competency-based approach to resident education and assessment.

Integrative Medicine in Residency Education: Developing Competency Through Online Curriculum Training

The Integrative Medicine in Residency (IMR) program, a 200-hour Internet-based, collaborative educational initiative was implemented in 8 family medicine residency programs and has shown a potential to serve as a national model for incorporating training in integrative/complementary/alternative medicine in graduate medical education. The curriculum content was designed based on a needs assessment and a set of competencies for graduate medical education developed following the Accreditation Council for Graduate Medical Education outcome project guidelines. The content was delivered through distributed online learning and included onsite activities. A modular format allowed for a flexible implementation in different residency settings. TO ASSESS THE FEASIBILITY OF IMPLEMENTING THE CURRICULUM, A MULTIMODAL EVALUATION WAS UTILIZED, INCLUDING: (1) residents' evaluation of the curriculum; (2) residents' competencies evaluation through medical knowledge testing, self-assessment, direct observations, and reflections; and (3) residents' wellness and well-being through behavioral assessments. The class of 2011 (n = 61) had a high rate of curriculum completion in the first and second year (98.7% and 84.2%) and course evaluations on meeting objectives, clinical utility, and functioning of the technology were highly rated. There was a statistically significant improvement in medical knowledge test scores for questions aligned with content for both the PGY-1 and PGY-2 courses. The IMR program is an advance in the national effort to make training in integrative medicine available to physicians on a broad scale and is a success in terms of online education. Evaluation suggests that this program is feasible for implementation and acceptable to residents despite the many pressures of residency.

Senior Pathology Resident In-Service Examination Scores Correlate With Outcomes of the American Board of Pathology Certifying Examinations

The Resident In-Service Examination (RISE) addresses 1 area of the Accreditation Council for Graduate Medical Education Outcome Project; RISE results demonstrate progressive attainment of pathology knowledge during training. We compared RISE scores with primary pathology board certification success for residents graduating in 2008 and 2009. Overall RISE and nearly all sectional scores in anatomic and clinical pathology were significantly higher for residents passing all certifying examinations at the first attempt vs residents who failed any examination. The risk of failing increased with each lower quartile of overall RISE score, such that 34% (2009) and 54% (2008) of residents in the lowest quartile failed at least 1 certifying examination. Two thirds of graduating residents with lowest quartile scores had a similar quartile ranking in the previous RISE, identifying them as at risk. Residents passing the American Board of Pathology certifying examinations have a higher level of medical knowledge in general and specific pathology disciplines as assessed by senior RISE scores.

Barriers to the implementation of competency‐based education and assessment: A survey of otolaryngology program directors

To identify the barriers faced by otolaryngology program directors as they implement competency-based education and assessment and to identify preferred approaches to meet these challenges as suggested by program directors. A national survey of otolaryngology-head and neck surgery program directors. We developed a 20-item questionnaire that was distributed to 102 otolaryngology program directors through SurveyMonkey. Nonrespondents were reminded by follow-up email and phone calls. Results were analyzed by descriptive statistical analysis. A total of 88 (86%) program directors responded to the survey. There was a marked discrepancy between the income received and time spent performing the duties of the program director. Program director workload was recognized as the most important barrier to the implementation of competency-based education. Creating a practical clearinghouse of existing and emerging assessment tools was given the highest rating among the approaches to meet the challenges faced by program directors. Program directors in otolaryngology do not have sufficient financial support, protected time, and personnel to fulfill their administrative and educational responsibilities. They should be provided with additional institutional assistance to help them achieve the goals of the Accreditation Council for Graduate Medical Education outcome project.

Perspective: The ACGME Toolbox: Half Empty or Half Full?

The Accreditation Council for Graduate Medical Education Outcome Project changed the currency of accreditation from process and structure to outcomes. Residency program directors must document their residents' competence in six general dimensions of practice. A recent systematic review, published in the March 2009 issue of Academic Medicine, concluded that the instruments currently available are psychometrically inadequate for evaluating residents in five of the six competencies.In this perspective, the authors refute the findings of this earlier review. They demonstrate that the review's search strategy was limited, failing to capture many important evaluation studies. They also question the appropriateness of the analysis of the included articles, which focused, to the exclusion of other important properties, on an instrument's ability to discriminate among residents' performance in the six competencies.Finally, the authors argue that the problem is not the lack of adequate evaluation instruments but, rather, the inconsistent use and interpretation of such instruments by unskilled faculty. They urge the graduate medical education community-if it is to realize the promise of competency-based education-to invest in training for faculty evaluators rather than waiting for new instruments.

International Anesthesiology Clinics: Education in Anesthesia.

University of Pennsylvania School of Medicine, Philadelphia, Pennsylvania. kukafkaj@uphs.upenn.eduInternational Anesthesiology Clinics: Education in Anesthesia. By Catherine Kuhn Lineberger, M.D., Melissa Davidson, M.D., Saundra Curry, M.D., J. Michael Vollers, M.D., Robert L. Willenkin, M.D., Kathy Denchfield Schlecht, D.O., Gary E. Loyd, M.D., M.M.M., Heidi M. Koenig, M.D., Stephen J. Kimatian, M.D., Sara H. Lloyd, Ph.D., Jill M. Eckert, D.O., Berend Mets, M.B., Ch.B., Ph.D., F.R.C.A., F.F.A.(SA), Elizabeth H. Sinz, M.D., and Jeffrey M. Taekman, M.D. Hagerstown, Maryland, Lippincott Williams & Wilkins, 2008. Pages: 162. Price: $343.00 for individual annual subscription.Educating the next generation of anesthesiologists is a challenging and rewarding task with a large societal impact. Most physician educators, however, have no formal training in how to teach effectively and instead rely on their own past educational experiences. The 2008 edition of International Anesthesiology Clinics addresses this issue and serves as an excellent introduction to teaching and learning theory with practical application to anesthesiology education.The book begins by discussing a taxonomy of learning, describing the student’s evolution from basic knowledge acquisition to synthesis and evaluation. The role of each component in anesthesia resident education is discussed, including its application to the Accreditation Council for Graduate Medical Education general competencies. This taxonomy can be used in curriculum development and as a means of encouraging higher levels of learning.The next part of the book delves into various teaching and learning styles, with a dedicated chapter on the adult learner. There is a particularly interesting discussion on teacher-centered versus learner-centered education. Appropriately, this discussion is followed by two chapters on learning pathology. One of these chapters gives a concise, practical approach to diagnosing and remediating cognitive learning problems. The other chapter describes how student attitudes, and not necessarily motivation and interest, can affect learning. In other words, the learning problem can be an attitude problem. The author states that a teacher’s job is more than teaching subject matter. It may involve the slow and possibly stressful task of attitude change.There are two chapters dedicated to the challenging task of learning assessment. The author discusses recent research which identifies best practices for formative evaluations. In essence, the core principle is ongoing evaluation and feedback. There is an especially good section on summative evaluations and its application to the Accreditation Council for Graduate Medical Education Outcome Project, which is dedicated to accrediting programs based on actual accomplishments instead of their potential to educate. The inference is that quality learning should not be assumed from quality teaching and that, instead, quality learning should be measured directly.As learning assessment improves and becomes more widespread, there will likely be an increased need for remediation. The section on remediation and due process explains that the goal of remediation should not be to eject trainees from programs. Rather, it should be to elevate the principle of feedback to a higher level and advance the student along the taxonomy of learning.The next chapter discusses the legal background for residency training. There is a concise explanation of the legal implications of resident recruitment, clinical performance, patient care, institutional regulation, and interruption of training. This is followed by a section on chemical dependency and impairment, stating the prevalence in young physicians in residency programs. There is a discussion of risk factors and also suggestions on intervention and treatment avenues.Finally, there is a section on the ever-expanding role of technology in education. We are currently training a generation of physicians who have nearly infinite access to information coupled with the capability of instantaneous communication. The author discusses useful applications of this technology, including learning assessment, teamwork, and procedural skills. The use of simulation is included in this section.This concise, enjoyable text provides an introduction to the essential components of anesthesia education: Proper teaching, assessment of learning, appropriate feedback, and effective remediation. With the help of this book, educating the next generation of anesthesiologists will be more effective and rewarding.University of Pennsylvania School of Medicine, Philadelphia, Pennsylvania. kukafkaj@uphs.upenn.edu

A Historical Perspective on Resident Evaluation, the Accreditation Council for Graduate Medical Education Outcome Project and Accreditation Council for Graduate Medical Education Duty Hour Requirement

The Accreditation Council for Graduate Medical Education (ACGME) Outcome Project, endorsed at the 1999 ACGME annual meeting, was intended to shift the focus of residency program requirements and accreditation from process-oriented assessment to an assessment of outcomes. The Outcome Project established six general competencies, each of which is supported by more specific competencies. We compared contemporary resident evaluation based on the Outcome Project to faculty evaluation of a surgical resident at Mayo Clinic that was completed in 1917. The contemporary faculty assessment of resident performance was remarkably similar to the evaluation form and criteria used in 1917. All six general competencies, and nearly all of the more specific items listed under each general competency, were included in the 1917 evaluation. Duty hour data as a component of the 1917 resident evaluation included the number of hours per week spent in "practical work," "medical library," and "research work." The remarkable similarities between the qualities assessed in the 1917 evaluation and the assessment of contemporary ACGME competencies suggest that a common set of desirable physician characteristics and behaviors can be identified and measured.

ACGME competencies in neurology

The American Headache Society developed an innovative Web-based neurology resident educational program to 1) meet the objectives of the Accreditation Council for Graduate Medical Education Outcomes Project; 2) provide measurable improvement of a neurology resident's understanding of headache and the performance within each core competency; 3) assist residents and program directors in identifying knowledge gaps; and, ultimately, 4) improve the quality of patient care through enhanced educational initiatives. Quantitative analysis focused on pretest and post-test results, level attainment on case-based simulations, competency achievement, and interactions between cases. One of four validated global scores was related to each resident response on all competency learning opportunities and was measured, from one case to another, to determine improvement and understanding. The pretest and post-test each consisted of 50 randomized questions that tested baseline and improvement on specific core competencies and understanding of headache. The pretest mean score was 30.08, and the post-test mean score was 34.79. A paired sample t test analysis showed a significant difference from pretest to post-test scores (M = -4.72, SD = 4.88, t[91] = -9.269, p < 0.001). There was significant improvement in the competencies as the residents moved through the cases as well as in each of the competencies from the pretest to the post-test. Results showed that residents increased their knowledge and performance by synthesizing the content. This outcomes analysis demonstrates the effectiveness of the American Headache Society Neurology Resident's Program in improving the resident's knowledge of headache medicine and Accreditation Council for Graduate Medical Education core competencies.

Developing an In-Training Examination for Fellows: The Experience of the American Society of Clinical Oncology

The American Society of Clinical Oncology (ASCO) developed its own test -- the Medical Oncology In-Training Examination (MedOnc ITE) -- as a tool to assess trainees' knowledge of the clinical oncology subspecialty, establish consistency in educational standards across training programs, identify areas of strength and weakness in individual programs, and stimulate intraprogrammatic reading and discussion. The Accreditation Council for Graduate Medical Education Outcome Project provided additional incentive for ASCO to develop an ITE. The examination was developed in 4 years. The concept of the examination and the budget were approved by the ASCO governing board. The National Board of Medical Examiners was selected to work with ASCO. Fellowship programs were contacted to determine if they had the information technology support to hold the examination. A blueprint for the examination was developed. The test format, including the number of questions and the selection of case-based single best answers, was determined. Physician volunteers to write the questions were solicited from among program directors, various ASCO committees, and disease experts. A workshop was held to teach volunteers how to write proper case-based questions. From this pool, a smaller group of physicians was selected to develop the test and review all test questions. The final examination was developed and administered in February 2008, with scores provided to fellows and program directors in April 2008. Feedback received after the examination will be helpful for developing future MedOnc ITEs. The process ASCO went through to develop the MedOnc ITE serves as a model for other subspecialties interested in developing their own ITEs.

From the Educational Bench to the Clinical Bedside: Translating the Dreyfus Developmental Model to the Learning of Clinical Skills

The Accreditation Council for Graduate Medical Education Outcome Project has shifted the focus of residents' education to competency-based outcomes of learning. The challenge of meaningful assessment of learner competence has stimulated interest in the Dreyfus and Dreyfus Model, a framework for assessing skill acquisition that describes developmental stages beginning with novice and progressing through advanced beginner, competent, proficient, expert, and master. Many educators have adopted this model, but no consensus about its adaptation to clinical medicine has been documented. In this article, the authors seek to integrate generally accepted knowledge and beliefs about how one learns to practice clinical medicine into a coherent developmental framework using the Dreyfus and Dreyfus model of skill acquisition. Using the general domain of patient care, the characteristics and skills of learners at each stage of development are translated into typical behaviors. A tangible picture of this model in real-world practice is provided through snapshots of typical learner performance at discrete moments in time along the developmental continuum. The Dreyfus and Dreyfus model is discussed in the context of other developmental models of assessment of learner competence. The limitations of the model, in particular the controversy around the behaviors of "experts," are discussed in light of other interpretations of expertise in the literature. Support for descriptive developmental models of assessment is presented in the context of a discussion of the deconstructing versus reconstructing of competencies.

Mind the gap!

Context and setting The University of Ribeirão Preto Medical School, in Brazil, has a curriculum structured across 6 years. The first 4 years incorporate a problem-based learning approach and are integrated, community-based and student-centred. They are followed by 2 years of clinical internship. The faculty members responsible for clinical education are not involved in the first 4 years. As a result, the values and attitudes developed in Years 1−4 are not sustained or enhanced in the clinical years. Why the idea was necessary A total of 70 faculty members teach in Years 1–4 and 75 teach in clinical internships. There is a 15% overlap between the groups. The small number of faculty who teach across the 6 years has resulted in a gap in the educational structure that is reflected in differences in student attitudes, behaviours and assessment results between the first 4 years and the last 2 years. A significant renewal project is underway to address gaps in the curriculum and in faculty development efforts. Guidelines for the accreditation of Brazilian medical schools emphasise the need for coherent programmes. Our curriculum documents focus on student- and community-centred, integrated programmes, but our clinical internships are teacher- and hospital-centred, with specialty-oriented experiences. What was done This project had 2 phases. Phase 1 involved the defining of competencies, objectives and learning opportunities. Phase 2 aligns assessment methods with objectives. Phase 1 involved bridging the gaps in both the curricular structure and faculty understanding of the 6-year programme. A survey was conducted to identify student and faculty perceptions of the education and assessment provided during clinical internships. Four workshops were conducted to sensitise people to and raise awareness of the problem. We took advantage of the accreditation visit to motivate faculty and introduce change. The initial plan was to change both years of the internship but we recognised the need to begin on a smaller scale and learn from the process. Focus groups were conducted with faculty from the infectious diseases rotation to build a curriculum blueprint based on the Accreditation Council for Graduate Medical Education Outcome Project (2006) (http://www.acgme.org/Outcome/) and the Association of American Medical Colleges guideline Educating Medical Students, Report 1 (1999) (http://www.aamc.org/meded/msop/). The blueprint will serve as a guide for developing a coherent curriculum that includes competencies, objectives, educational opportunities and appropriate assessment methods. Evaluation of results and impact The survey data from students and faculty guided the discussion around curriculum and assessment in the internship. During the first 4 workshops we worked with faculty to introduce concepts of competency, integration and how to link assessment methods to learning methods (experiences in clinical rotations). We also developed a blueprint for a rotation in infectious diseases that connects the internship to the first 4 years, thereby aligning competencies, objectives, opportunities and adequate assessment methods. We have scheduled a training programme on assessment methods focusing on internship faculty members. The gap is narrowing slowly but work will continue with other faculty and other rotations until it is closed.

Maintenance of Certification: How Will It Affect Pathology Practice?

Maintenance of Certification: How Will It Affect Pathology Practice?

Basics of Quality Improvement in Health Care

Basics of Quality Improvement in Health Care

Education and Cultural Development of the Health Care Workforce Part II. Opportunities for Nonprofessional Workers

HomeRadiologyVol. 240, No. 2 PreviousNext Reviews and CommentaryPerspectivesEducation and Cultural Development of the Health Care Workforce Part II. Opportunities for Nonprofessional WorkersJames H. ThrallJames H. ThrallAuthor Affiliations1From the Department of Radiology, Massachusetts General Hospital, MZ-FND 216, Box 9657, 14 Fruit St, Boston, MA 02114. Received April 4, 2006; revision received and final version accepted April 7.Address correspondence to the author (e-mail: [email protected]).James H. ThrallPublished Online:Aug 1 2006https://doi.org/10.1148/radiol.2402060601MoreSectionsFull textPDF ToolsImage ViewerAdd to favoritesCiteTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked In References1 The core competencies needed for health care professionals. In: Greiner AC, Knebel E, eds. Health professions education: a bridge to quality. Washington, DC: National Academy Press, 2003; 45–73. Google Scholar2 Accreditation Council for Graduate Medical Education Outcome Project. General Competencies. www.acgme.org/outcome/comp/compMin.asp. Accessed December 17, 2005. Google Scholar3 Thrall JH. Education and cultural development of the health care workforce. I. The health professions. Radiology 2006;239(3):621–625. Link, Google Scholar4 Allied Health Careers. American Medical Association Web site. www.ama-assn.org/ama/pub/category/14598.html. Accessed December 18, 2005. Google Scholar5 Finder A. A hot thing on campus: study in health professions. The New York Times. February 5, 2006; 14. Google Scholar6 Institute of Medicine. Preparing the workforce. In: Crossing the quality chasm: a new health system for the 21st century. Washington, DC: National Academies, 2001; 207–223. Google Scholar7 Blum RH, Raemer DB, Carroll JS, Dufresne RL, Cooper JB. A method for measuring the effectiveness of simulation training for improving communication skills. Anesth Analg 2005;100:1375–1380. Crossref, Medline, Google Scholar8 DeVita MA, Schaefer J, Lutz J, Wang H, Dongilli T. Improving medical emergency team (MET) performance using a novel curriculum and a computerized human patient simulator. Qual Saf Health Care 2005;14:326–331. Crossref, Medline, Google Scholar9 Pizzi L, Goldfarb NI, Nash DB. Crew resource management and its applications in medicine. Agency for Healthcare Research and Quality Web site. www.ahrq.gov/clinic/ptsafety/chap44.htm. Accessed February 7, 2006. Google Scholar10 A journey through the history of the joint commission. Joint Commission on Accreditation of Healthcare Organizations Web site. www.jcaho.org/about+us/history/index.htm. Accessed May 27, 2004. Google ScholarArticle HistoryPublished in print: Aug 2006 FiguresReferencesRelatedDetailsCited ByAJN, American Journal of Nursing, Vol. 110, No. 11Recommended Articles Machine Learning Applied to Alzheimer DiseaseRadiology2016Volume: 281Issue: 3pp. 665-668Optimizing Performance by Preventing Disruptive Behavior in RadiologyRadioGraphics2018Volume: 38Issue: 6pp. 1639-1650Lessons on LeadershipRadioGraphics2018Volume: 38Issue: 6pp. 1688-1693Recasting Failure as an OpportunityRadiology: Imaging Cancer2020Volume: 2Issue: 1Deep Learning: An Update for RadiologistsRadioGraphics2021Volume: 41Issue: 5pp. 1427-1445See More RSNA Education Exhibits Cutting Edge Technologies of Automated Car Driving Change the Radiology: Diagnosis Based on Classification, Object Detection, and Segmentation Using Deep LearningDigital Posters2019A Practical Guide to Natural Language Processing for RadiologyDigital Posters2019Patient Satisfaction Surveys: Acquisition, Analysis, and Effect on Hospital ReimbursementDigital Posters2019 RSNA Case Collection Renal Medullary NephrocalcinosisRSNA Case Collection2021Carotid WebRSNA Case Collection2020Lunate DislocationRSNA Case Collection2020 Vol. 240, No. 2 Metrics Altmetric Score PDF download

Education and Cultural Development of the Health Care Work Force Part I. The Health Professions

HomeRadiologyVol. 239, No. 3 PreviousNext Reviews and CommentaryPerspectivesEducation and Cultural Development of the Health Care Work Force Part I. The Health ProfessionsJames H. ThrallJames H. ThrallAuthor Affiliations1From the Department of Radiology, Massachusetts General Hospital, Harvard Medical School, Founders House 216, 55 Fruit St, Boston, MA 02114. Received February 15, 2006; final version accepted February 20.Address correspondence to the author (e-mail: [email protected]).James H. ThrallPublished Online:Jun 1 2006https://doi.org/10.1148/radiol.2393060291MoreSectionsFull textPDF ToolsImage ViewerAdd to favoritesCiteTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked In References1 Kohn LT, Corrigan JM, Donaldson MS, eds. To err is human: building a safer health system. Washington, DC: National Academy Press, 2000. Google Scholar2 Institute of Medicine. Crossing the quality chasm: a new health system for the 21st century. Washington, DC: National Academy Press, 2001. Google Scholar3 Institute of Medicine. Preparing the workforce. In: Crossing the quality chasm: a new health system for the 21st century. Washington, DC: National Academy Press, 2001; 207–223. Google Scholar4 Greiner AC, Knebel E, eds. Health professions education: a bridge to quality. Washington, DC: National Academy Press, 2003. Google Scholar5 Introduction. In: Greiner AC, Knebel E, eds. Health professions education: a bridge to quality. Washington, DC: National Academy Press, 2003, 19–27. Google Scholar6 Allied Health Careers. American Medical Association Web site. http://www.ama-assn.org/ama/pub/category/14598.html. Accessed December 18, 2005. Google Scholar7 The core competencies needed for health care professionals. In: Greiner AC, Knebel E, eds. Health professions education: a bridge to quality. Washington, DC: National Academy Press, 2003; 45–73. Google Scholar8 McGlynn EA, Asch SM, Adams J, et al. The quality of health care delivered to adults in the United States. N Engl J Med 2003;348:2635–2645. Crossref, Medline, Google Scholar9 Thrall JH. Quality and safety revolution in health care. Radiology 2004;233:3–6. Link, Google Scholar10 Institute of Medicine. Improving the 21st century care system. In: Crossing the quality chasm: a new health system for the 21st century. Washington, DC: National Academy Press, 2001; 39–60. Google Scholar11 National asthma education and prevention program. National Heart, Lung, and Blood Institute Web site. http://www.nhlbi.nih.gov/about/naepp/naep_pd.htm. Accessed July 20, 2004. Google Scholar12 General Competencies. Accreditation Council for Graduate Medical Education Outcomes Project Web site. http://www.acgme.org/outcome/comp/compMin.asp. Accessed December 17, 2005. Google ScholarArticle HistoryPublished in print: June 2006 FiguresReferencesRelatedDetailsCited ByHumanities and Social Sciences Communications, Vol. 9, No. 1Academic Radiology, Vol. 23, No. 5Stepping Out Further from the Shadows: Disclosure of Harmful Radiologic Errors to PatientsStephen D. Brown, , Constance D. Lehman, , Robert D. Truog, , David M. Browning, , and Thomas H. Gallagher, 1 February 2012 | Radiology, Vol. 262, No. 2Education and Cultural Development of the Health Care Workforce Part II. Opportunities for Nonprofessional Workers1James H. Thrall, 1 August 2006 | Radiology, Vol. 240, No. 2Recommended Articles Fostering a Healthy AI Ecosystem for Radiology: Conclusions of the 2018 RSNA Summit on AI in RadiologyRadiology: Artificial Intelligence2019Volume: 1Issue: 2Peer Feedback, Learning, and Improvement: Answering the Call of the Institute of Medicine Report on Diagnostic ErrorRadiology2016Volume: 283Issue: 1pp. 231-241The Road to Wellness: Engagement Strategies to Help Radiologists Achieve Joy at WorkRadioGraphics2018Volume: 38Issue: 6pp. 1651-1664Adapting Scientific Conferences to the Realities Imposed by COVID-19Radiology: Imaging Cancer2020Volume: 2Issue: 4Continuous Learning AI in Radiology: Implementation Principles and Early ApplicationsRadiology2020Volume: 297Issue: 1pp. 6-14See More RSNA Education Exhibits Incorporating Peer Learning Into Your Breast Imaging PracticeDigital Posters2020Quantitative Ultrasound: A Primer for RadiologistsDigital Posters2018Neural Networks in Deep Learning: A Simplified Explanation for RadiologistsDigital Posters2019 RSNA Case Collection IgG4-Related Disease RSNA Case Collection2021Patella FractureRSNA Case Collection2020Right dorsal triquetral fracture with hook of hamate fractureRSNA Case Collection2020 Vol. 239, No. 3 Metrics Altmetric Score PDF download

Teaching and evaluating professionalism for anesthesiology residents

The Accreditation Council for Graduate Medical Education Outcome Project requires teaching and evaluation of 6 core competencies, one of which is professionalism. Because of this initiative, anesthesiology residency programs are obliged to teach and evaluate professionalism for anesthesiology residents. We decided to create a system that would allow the teaching and evaluation of professionalism in the specific context of anesthesiology.

Closing the gap between internal medicine training and practice: Recommendations from recent graduates

Closing the gap between internal medicine training and practice: Recommendations from recent graduates

Task Force Report 2. Report of the Task Force on Medical Education

BACKGROUND For family physicians to be prepared to deliver the core attributes and system services of family medicine in the future, especially within the New Model of family medicine that has been proposed, changes will need to be made in how family physicians are trained. This Future of Family Medicine task force report presents a plan for implementing appropriate changes in medical school and residency programs. METHODS As a foundation for the development of specific recommendations on medical education, this task force reviewed relevant findings from research conducted for the Future of Family Medicine project and presents an historical perspective of the specialty. We addressed accreditation criteria for family medicine residency programs and examined various relevant projects and programs, including the Academic Family Medicine Organizations/Association of Family Practice Residency Directors Action Plan, the Residency Assistance Program Criteria for Excellence, the Accreditation Council for Graduate Medical Education Outcome Project, the Family Medicine Curriculum Resource Project, and the Arizona Study of Career Selection Factors. The task force relied on the Institute of Medicine report, Health Professions Education: A Bridge to Quality, as a foundation for proposing a new vision and mission for family medicine residency education. MAJOR FINDINGS The training of future family physicians must be grounded in evidence-based medicine that is relevant to the care of the whole person in a relationship and community context. It also must be technologically up to date, built on a solid foundation of clinical science, and strong in the components of interpersonal and behavioral skills. Family physicians must continue to be broadly trained and have the competencies required to practice in a variety of settings. It is important that training in maternity care and training in the care of hospitalized patients continue to be included in the family medicine residency curriculum, but programs must be allowed to tailor that curriculum to be compatible with educational resources and individual trainee needs. CONCLUSION Given the changes taking place in the specialty and within the broader health care system, it is clear that the traditional family medicine curriculum, although successful in the past, cannot meet the needs of the future. The educational process must train competent family physicians who will provide a personal medical home for their patients, a key concept that must be an integral part of whatever new systems are designed. Such competency will require family physicians who understand and practice process-oriented care, who utilize the biopsychosocial model to create superb physician-patient relationships, who actively measure outcomes, and whose practices are driven by information system access to evidence-based principles of care.