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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 II Practice-based learning & improvement 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 practice-based learning and improvement. 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 Clinical Effectiveness Teaching Instrument, and the portfolio assessment have been selected for use. 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 finding, understanding, and using evidence while another fellow might identify learning goals related to increasing her or his effectiveness as a clinical teacher and analyzing one’s own practice to find opportunities for improvement. Step 4. Fellows are encouraged to assess, develop, and test their skills at using informational technology to identify sources of evidence-based information. Some may choose to use the SUNY Health Sciences Evidence-based Medicine Course to locate information on topics such as constructing effective searches for a variety of types of questions. They may choose to document learning with the self-assessment exercises available from Netting the Evidence. Resource use, results, and reflection are documented in the portfolio. Step 5: Fellows are encouraged to assess, develop, and test their skills at understanding various research designs. Some may choose to use the SUNY Health Sciences Evidence-based Medicine Course to obtain information about evaluating the results of various types of studies such as prognosis and harm studies and meta-analysis. Resource use, results, and reflection are documented in the portfolio. Step 6: Fellows may present a case at a seminar. This provides an opportunity to demonstrate use of evidence. Participation and/or the case write-up may be included in the portfolio. |
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| Return to Table of Contents | ||
| Return to Practice-based learning & improvement Overview | ||
| Return to Practice-based learning & improvement Assessments | ||
| Return to Practice-based learning & improvement Resources | ||
| Move ahead to Systems-based practice Overview | ||
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