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Competency based medical education

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https://www.readbyqxmd.com/read/28636442/the-national-ebola-training-and-education-center-preparing-the-united-states-for-ebola-and-other-special-pathogens
#1
Christopher J Kratochvil, Laura Evans, Bruce S Ribner, John J Lowe, Melissa Cole Harvey, Richard C Hunt, Abbigail J Tumpey, Ryan P Fagan, Michelle M Schwedhelm, Sonia Bell, John Maher, Colleen S Kraft, Nicholas V Cagliuso, Sharon Vanairsdale, Angela Vasa, Philip W Smith
The National Ebola Training and Education Center (NETEC) was established in 2015 in response to the 2014-2016 Ebola virus disease outbreak in West Africa. The US Department of Health and Human Services office of the Assistant Secretary for Preparedness and Response and the US Centers for Disease Control and Prevention sought to increase the competency of healthcare and public health workers, as well as the capability of healthcare facilities in the United States, to deliver safe, efficient, and effective care to patients infected with Ebola and other special pathogens nationwide...
May 2017: Health Security
https://www.readbyqxmd.com/read/28634908/an-entrustable-professional-activity-epa-based-framework-to-prepare-fourth-year-medical-students-for-internal-medicine-careers
#2
D Michael Elnicki, Meenakshy K Aiyer, Maria L Cannarozzi, Alexander Carbo, Paul R Chelminski, Shobhina G Chheda, Saumil M Chudgar, Heather E Harrell, L Chad Hood, Michelle Horn, Karnjit Johl, Gregory C Kane, Diana B McNeill, Marty D Muntz, Anne G Pereira, Emily Stewart, Heather Tarantino, T Robert Vu
The purpose of the fourth year of medical school remains controversial. Competing demands during this transitional phase cause confusion for students and educators. In 2014, the Association of American Medical Colleges (AAMC) released 13 Core Entrustable Professional Activities for Entering Residency (CEPAERs). A committee comprising members of the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine applied these principles to preparing students for internal medicine residencies...
June 20, 2017: Journal of General Internal Medicine
https://www.readbyqxmd.com/read/28627415/examination-to-assess-the-clinical-exam-and-documentation-of-spine-pathology-among-orthopaedic-residents
#3
Jack M Haglin, John L Zeller, Kenneth A Egol, Donna P Phillips
BACKGROUND: The Accreditation Council of Graduate Medical Education (ACGME) guidelines require residency programs to teach and evaluate residents in six overarching "core competencies" and document progress through educational milestones. In order to assess the progress of orthopaedic interns' skills in performing a history, physical exam, and documentation of the encounter for a standardized patient with spinal stenosis, a Structured Objective Clinical Examination (OSCE) was conducted for 13 orthopaedic intern residents, following a one month boot camp that included communications skills and curriculum in history and physical examination...
June 13, 2017: Spine Journal: Official Journal of the North American Spine Society
https://www.readbyqxmd.com/read/28624845/web-based-teaching-video-packages-on-anatomical-education
#4
Mehmet Asim Ozer, Figen Govsa, Ayse Hilal Bati
BACKGROUND: The aim of this study was to study the effect of web-based teaching video packages on medical students' satisfaction during gross anatomy education. The objective was to test the hypothesis that individual preference, which can be related to learning style, influences individual utilization of the video packages developed specifically for the undergraduate medical curriculum. METHODS: Web-based teaching video packages consisting of Closed Circuit Audiovisual System and Distance Education of Anatomy were prepared...
June 17, 2017: Surgical and Radiologic Anatomy: SRA
https://www.readbyqxmd.com/read/28623053/lgbt-healthcare-disparities-what-progress-have-we-made
#5
Kathleen A Bonvicini
Nearly fifteen years have passed since this author's publication which examined the depth of education and training for medical students and practicing physicians specific to clinical competence in the care of lesbian and gay patients in the United States. Since then, there has been an explosion of research gains which have shed a steady light on the needs and disparities of lesbian and gay healthcare. This rich literature base has expanded to include bisexual and transgender (LGBT) healthcare in peer-reviewed journals...
June 10, 2017: Patient Education and Counseling
https://www.readbyqxmd.com/read/28611893/academic-primer-series-key-papers-about-competency-based-medical-education
#6
Robert Cooney, Teresa M Chan, Michael Gottlieb, Michael Abraham, Sylvia Alden, Jillian Mongelluzzo, Michael Pasirstein, Jonathan Sherbino
INTRODUCTION: Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. METHODS: Based on the online discussions of the 2016-2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28611067/maximising-paediatricians-roles-in-improving-children-s-oral-health-lessons-from-leicester
#7
REVIEW
Jasmine Murphy, Rod Moore
AIMS: To provide an overview of steps taken to improve oral health in one UK city and to review factors relevant to maximising the contribution that paediatricians (and potentially other health professionals) can make to improving oral health. METHODS: The article provides information on the strategic approach taken in Leicester, one of the most ethnically diverse cities in England, and also one of the most deprived. Over a third of children aged 3 years, and half of those aged 5 years, have experience of obvious dental decay...
June 13, 2017: Archives of Disease in Childhood
https://www.readbyqxmd.com/read/28607848/progressive-surgical-autonomy-in-a-plastic-surgery-resident-clinic
#8
Kristopher M Day, Jillian K Scott, Lani Gao, Tara M Lee, Jimmy L Waldrop, Larry A Sargent, J Woody Kennedy, Jason P Rehm, Mark A Brzezienski
BACKGROUND: Resident clinics are thought to catalyze educational milestone achievement through opportunities for progressively autonomous surgical care, but studies are lacking for general plastic surgery resident clinics (PSRCs). We demonstrate the achievement of increased surgical autonomy and continuity of care in a PSRC. METHODS: A retrospective review of all patients seen in a PSRC from October 1, 2010, to October 1, 2015, was conducted. Our PSRC is supervised by faculty plastic surgery attendings, though primarily run by chief residents in an accredited independent plastic surgery training program...
May 2017: Plastic and Reconstructive Surgery. Global Open
https://www.readbyqxmd.com/read/28601262/medical-students-communication-skills-in-clinical-education-results-from-a-cohort-study
#9
Cadja Bachmann, Silke Roschlaub, Sigrid Harendza, Rebecca Keim, Martin Scherer
OBJECTIVE: To assess students' communication skills during clinical medical education and at graduation. METHODS: We conducted an observational cohort study from 2007 to 2011 with 26 voluntary undergraduate medical students at Hamburg University based on video-taped consultations in year four and at graduation. 176 consultations were analyzed quantitatively with validated and non-validated context-independent communication observation instruments (interrater reliability ≥0...
May 24, 2017: Patient Education and Counseling
https://www.readbyqxmd.com/read/28600218/systematic-review-of-patient-specific-surgical-simulation-toward-advancing-medical-education-%C3%A2
#10
Won Hyung A Ryu, Navjit Dharampal, Ahmed E Mostafa, Ehud Sharlin, Gail Kopp, William Bradley Jacobs, Robin John Hurlbert, Sonny Chan, Garnette R Sutherland
OBJECTIVE: Simulation-based education has been shown to be an effective tool to teach foundational technical skills in various surgical specialties. However, most of the current simulations are limited to generic scenarios and do not allow continuation of the learning curve beyond basic technical skills to prepare for more advanced expertise, such as patient-specific surgical planning. The objective of this study was to evaluate the current medical literature with respect to the utilization and educational value of patient-specific simulations for surgical training...
June 6, 2017: Journal of Surgical Education
https://www.readbyqxmd.com/read/28598749/changing-the-culture-of-medical-training-an-important-step-toward-the-implementation-of-competency-based-medical-education
#11
Peter C Ferguson, Kelly J Caverzagie, Markku T Nousiainen, Linda Snell
OBJECTIVE: The current medical education system is steeped in tradition and has been shaped by many long-held beliefs and convictions about the essential components of training. The objective of this article is to propose initiatives to overcome biases against competency-based medical education (CBME) in the culture of medical education. MATERIALS AND METHODS: At a retreat of the International Competency Based Medical Education (ICBME) Collaborators group, an intensive brainstorming session was held to determine potential barriers to adoption of CBME in the culture of medical education...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598748/implementing-competency-based-medical-education-what-changes-in-curricular-structure-and-processes-are-needed
#12
Markku T Nousiainen, Kelly J Caverzagie, Peter C Ferguson, Jason R Frank
Medical educators must prepare for a number of challenges when they decide to implement a competency-based curriculum. Many of these challenges will pertain to three key aspects of implementation: organizing the structural changes that will be necessary to deliver new curricula and methods of assessment; modifying the processes of teaching and evaluation; and helping to change the culture of education so that the CBME paradigm gains acceptance. This paper focuses on nine key considerations that will support positive change in first two of these areas...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598747/overarching-challenges-to-the-implementation-of-competency-based-medical-education
#13
Kelly J Caverzagie, Markku T Nousiainen, Peter C Ferguson, Olle Ten Cate, Shelley Ross, Kenneth A Harris, Jamiu Busari, M Dylan Bould, Jacques Bouchard, William F Iobst, Carol Carraccio, Jason R Frank
Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression; (2) the purposeful integration of efforts to redesign both medical education and the delivery of clinical care; (3) the need to establish expected outcomes for individuals, programs, training institutions, and health care systems so that performance can be measured; and (4) the need to establish a culture of mutual accountability for the achievement of these defined outcomes...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598746/core-principles-of-assessment-in-competency-based-medical-education
#14
Jocelyn Lockyer, Carol Carraccio, Ming-Ka Chan, Danielle Hart, Sydney Smee, Claire Touchie, Eric S Holmboe, Jason R Frank
The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop faculty competence in assessment; and to ensure that relationships between the givers and receivers of feedback are appropriate...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598743/implementing-competency-based-medical-education-moving-forward
#15
Jason R Frank, Linda Snell, Robert Englander, Eric S Holmboe
For more than 60 years, competency-based education has been proposed as an approach to education in many disciplines. In medical education, interest in CBME has grown dramatically in the last decade. This editorial introduces a series of papers that resulted from summits held in 2013 and 2016 by the International CBME Collaborators, a scholarly network whose members are interested in developing competency-based approaches to preparing the next generation of health professionals. An overview of the papers is given, as well as a summary of landmarks in the conceptual evolution and implementation of CBME...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598742/a-call-to-action-the-controversy-of-and-rationale-for-competency-based-medical-education
#16
Eric S Holmboe, Jonathan Sherbino, Robert Englander, Linda Snell, Jason R Frank
Although medical education has enjoyed many successes over the last century, there is a recognition that health care is too often unsafe and of poor quality. Errors in diagnosis and treatment, communication breakdowns, poor care coordination, inappropriate use of tests and procedures, and dysfunctional collaboration harm patients and families around the world. These issues reflect on our current model of medical education and raise the question: Are physicians being adequately prepared for twenty-first century practice? Multiple reports have concluded the answer is "no...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598741/toward-a-research-agenda-for-competency-based-medical-education
#17
Larry Gruppen, Jason R Frank, Jocelyn Lockyer, Shelley Ross, M Dylan Bould, Peter Harris, Farhan Bhanji, Brian D Hodges, Linda Snell, Olle Ten Cate
Competency-based medical education (CBME) is both an educational philosophy and an approach to educational design. CBME has already had a broad impact on medical schools, residency programs, and continuing professional development in health professions around the world. As the CBME movement evolves and CBME programs are implemented, a wide range of emerging research questions will warrant scholarly examination. In this paper, we describe a proposed CBME research agenda developed by the International CBME Collaborators...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598739/toward-a-shared-language-for-competency-based-medical-education
#18
Robert Englander, Jason R Frank, Carol Carraccio, Jonathan Sherbino, Shelley Ross, Linda Snell
The paradigm shift brought about by the advent of competency-based medical education (CBME) can be characterized as an adaptive change. Currently, its development and implementation suffer from the lack of a lingua franca. A shared language is needed to support collaboration and dissemination across the world community of medical educators. The International CBME Collaborators held a second summit in 2013 to explore this and other contemporary CBME issues. We present the resulting International CBME Collaborator's glossary of CBME terms...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598738/competency-based-medical-education-and-continuing-professional-development-a-conceptualization-for-change
#19
Jocelyn Lockyer, Ford Bursey, Denyse Richardson, Jason R Frank, Linda Snell, Craig Campbell
Competency-based medical education (CBME) is as important in continuing professional development (CPD) as at any other stage of a physician's career. Principles of CBME have the potential to revolutionize CPD. Transitioning to CBME-based CPD will require a cultural change to gain commitment from physicians, their employers and institutions, CPD providers, professional organizations, and medical regulators. It will require learning to be aligned with professional and workplace standards. Practitioners will need to develop the expertise to systematically examine their own clinical performance data, identify performance improvement opportunities and possibilities, and develop a plan to address areas of concern...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598736/evolving-concepts-of-assessment-in-a-competency-based-world
#20
Peter Harris, Farhan Bhanji, Maureen Topps, Shelley Ross, Steven Lieberman, Jason R Frank, Linda Snell, Jonathan Sherbino
Competency-based medical education (CBME) is an approach to the design of educational systems or curricula that focuses on graduate abilities or competencies. It has been adopted in many jurisdictions, and in recent years an explosion of publications has examined its implementation and provided a critique of the approach. Assessment in a CBME context is often based on observations or judgments about an individual's level of expertise; it emphasizes frequent, direct observation of performance along with constructive and timely feedback to ensure that learners, including clinicians, have the expertise they need to perform entrusted tasks...
June 2017: Medical Teacher
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