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Resources Relevant to the Implementation
of Core ACGME-Required Competencies
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Resources Relevant to the Implementation
of Core ACGME-Required Competencies
Module V Patient care Example |
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| Example |
This module contains a large number of resources and materials. Training programs will vary considerably in the type and number of resources they choose to use. There is no one best way in which to use the materials contained in this module. As programs become familiar with the materials, it is likely that they will adapt resource use to align with specific program needs and abilities. To begin, it may be useful to have an example of a way in which to use the materials. This approach is not meant to prescribe what one should do but is meant to provide a comprehensive example of what one could do with these materials to meet the ACGME mandates. What follows is a description or example of how one actual program director might choose to use these materials. |
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| Step 1: The program director meets with new fellows to discuss the role of the ACGME competencies in the training program. Step 2: The program director meets with other GME program directors to consider curricular overlaps. In this example, the GME program directors decide to work together on a monthly Brown Bag series that will address issues related to the core competencies. Twice yearly, the competency addressed will be patient care. Step 3: The program director introduces fellows to the assessment tools selected for use by the program. In this example, the adapted ABIM questions, the mini-CEX, and the diagnosis-specific chart review and summaries have been selected for use. Portfolios, although not particularly appropriate for assessing patient care, are excellent tools for documenting the creation and use of a learning plan. With this use in mind, portfolios are begun by having fellows create a learning plan, including goals and objectives, for some discrete period of time. In this example, the time period is six months. As an example, one fellow might identify learning goals related to the use and effectiveness of diagnostic testing while another fellow might identify learning goals related to counselling and educating patients. Step 4. Fellows are expected to deliver care that conforms to practice guidelines. To be familiar with those guidelines, fellows present information about the various guidelines relevant to A/I practice at a series of noon conferences. Resource use is documented in the learning plan. Step 5: In this example, fellows choose to conduct a project to increase immunization rates using a variety of practice tools. (This project also provides evidence learning in the systems-based practice competency.) Resource use, results, and reflection are documented in the portfolio. Step 6: In this example, the training program uses case presentations and discussions as a way of learning about appropriate and effective care. Fellows document cases reviewed, salient learning points, and reflection in their portfolios. Step 7: In this example, many of the patients encountered are Spanish-speaking. Fellows are encouraged to learn appropriate use of interpreters. Resource use, learning, and reflection are documented in the portfolio. Step 8: Every six months, each fellow reviews 10 records for compliance with diagnosis-specific guidelines. Results are documented. Step 9: Patient surveys are collected for each fellow one week (or until 20 patients have completed surveys) every six months. Results are tallied and documented. Step 10: Mini-CEXs are conducted ever three months. Results are tallied and documented. Step 11: Throughout each six month time period, fellows document experiences in their portfolios that align with their learning plan. |
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| Return to Table of Contents | ||
| Return to Patient care Overview | ||
| Return to Patient care Assessments | ||
| Return to Patient care Resources | ||
| Move forward to Medical knowledge Overview | ||
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