Resident Perspectives of Virtual Simulation in an Online Complex Care Curriculum
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Virtual patient
Graduate medical education
The Accreditation Council for Graduate Medical Education (ACGME) initiated its Outcome Project to better prepare physicians-in-training to practice in the rapidly changing medical environment and mandated assessment of competency in six outcomes, including Practice-Based Learning and Improvement (PBLI) and Systems-Based Practice (SBP). Before the initiation of the Outcome Project, these competencies were not an explicit element of most graduate medical education training programs. Since 1999, directors of ACGME-accredited programs nationwide have been challenged to teach and assess these competencies. The authors describe an institution-wide curriculum intended to facilitate the teaching and assessment of PBLI and SBP competencies in the 115 ACGME-accredited residency and fellowship programs (serving 1,327 trainees) sponsored by Mayo School of Graduate Medical Education. Strategies to establish the curriculum in 2005 included development of a Quality Improvement (QI) curriculum Web site, one-on-one consultations with program directors, a three-hour program director workshop, and didactic sessions for residents and fellows on core topics. An interim program director self-assessment survey revealed a 13% increase in perceived ability to measure competency in SBP, no change in their perceived ability to measure competence in PBLI, a 15% increase in their ability to provide written documentation of competence in PBLI, and a 35% increase in their ability to provide written documentation of competence in SBP between 2005 and 2007. Nearly 70% of the programs had trainees participating in QI projects. Further research is needed to evaluate the cost-effectiveness of such a program and to measure its impact on learner knowledge, skills, and attitudes and, ultimately, on patient outcomes.
Graduate medical education
Core competency
Interim
Best practice
Educational measurement
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Under the background of current curriculum reform,it is necessary for schools to synthe- size the country curriculum,local curriculum and school-based curriculum into an orderly and highly effective school curriculum system.One of the important tasks is the design of school curriculum structure,which needs to follow the basic idea:to bring the school curriculum system into the development prospect of the school;to actually and successfully handle the relation among the country curriculum,local curriculum and school-based curriculum;fully consider the limitation of curriculum; attach importance to the order of design.After synthesis,the structure of school curriculum as a con- sultative framework concludes four parts:basic curriculum,intensive curriculum,mini-courses and free learning.
Emergent curriculum
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Understanding by Design
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Objectives: This study aimed to explore the perceptions of medical students in a developing medical education system towards international accreditation.Methods: Applicants to an Internal Medicine residency program in an academic medical center in the United Arab Emirates (UAE) accredited by the Accreditation Council for Graduate Medical Education-International (ACGME-I) were surveyed between May and June 2014.The authors analysed responses using inductive qualitative thematic analysis to identify emergent themes.Results: Seventy-eight of 96 applicants (81%) completed the survey.The vast majority of respondents 74 (95%) reported that ACGME-I accreditation was an important factor in selecting a residency program.Five major themes were identified, namely improving the quality of education, increasing opportunities, meeting high international standards, improving program structure, and improving patient care.Seven (10%) of respondents felt they would be in a position to pursue fellowship training or future employment in the United States upon graduation from an ACGME-I program.Conclusions: UAE trainees have an overwhelmingly positive perception of international accreditation, with an emphasis on improving the quality of training provided.Misperceptions, however, exist about potential opportunities available to graduates of ACGME-I programs.As more countries adopt the standards of the ACGME-I or other international accrediting bodies, it is important to recognize and foster trainee "buy-in" of educational reform initiatives.
Graduate medical education
Graduation (instrument)
Thematic Analysis
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The Accreditation Council for Graduate Medical Education (ACGME) has advocated the competency-based training for years.The aim of the training program is to help the graduated medical students to master the essential competencies as a medical practitioner and to improve the level of diagnosis and treatment for the patients.The implementation of the program should be based in the acquirement of the six general competencies,which runs through all aspects of the hospital work,such as medical education,clinical work and research.
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The United States ; Residency training; Competency-based ; Analysis
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The quality and quantity of curriculum-selecting are directly related to the quality of postgraduates.Through the investigation of the curriculum-selecting status of postgraduates,we can find that the factors which influence the curriculum-selecting intention of postgraduates mainly come from curriculums,teachers and individuals.It is suggested that some important measures should be taken to promote the quality of cultivating postgraduates,such as: constructing reasonable curriculum system,increasing the freedom of choosing teachers,setting flexible time of arranging classes,regulating curriculum-selecting programs and intensifying curriculum-selecting services,improring teaching levels,perfecting tutorial system,and exerting the positive influences among postgraduates.
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Nutrition Education
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Abstract Background: For programs to accomplish the goals of the Accreditation Council of Graduate Medical Education (ACGME) Outcome Project, faculty must be trained to deliver and assess education that is level-specific, competency-based, standardized, integrated, and easily accessible. Description: An innovative faculty development model that accomplishes these goals is described. This model trained faculty to analyze curricular needs and then to design, disseminate, and evaluate their curricula. This model utilized guided experiential learning that promoted the creation of residency program curricula and faculty buy-in. Evaluation: Key outcomes included high levels of resident satisfaction and use of the curricula, improved tracking of rotation progress, improved faculty satisfaction with their role as educators, perceived improvement in resident evaluations, and increased involvement of faculty in creating and teaching to the curriculum. Conclusion: This process may be adapted by other programs based on their available resources to address faculty development needs. The process serves as a model for meeting ACGME requirements. ACKNOWLEDGMENTS Funding and support are from GME Innovations Fund, Duke University Health System. The relevant portions were reviewed and approved by the Duke Institutional Review Board. Portions of this material were presented in part at a workshop and poster sessions at the Association of Pediatric Program Directors meeting. Portions of this material were presented in a poster session at the Pediatric Academic Societies meeting. We thank the following: members of the Curriculum Committee, Education Managers, Duke Pediatric and Medicine-Pediatric residents and faculty, Dr. Betty Staples, Dr. Kathleen Bartlett, Dr. Joseph Marc Majure, Dr. Jack Bookman, Ms. Jamie Hartless, and Mr. Terry Seelinger.
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Faculty Development
Tracking (education)
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Graduate medical education
Certification and Accreditation
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In different studies and curriculum reform,teachers have been viewed such as the curriculum implementers,the practical curriculum developers,the curriculum researchers,the curriculum decision-makers,the curriculum meaning builders or the curriculum enactment,and so on.But these external roles may not be perceived by teachers,the teachers' curriculum identity is still need attention and study.
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Curriculum-based measurement
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