Andrew_Doan
Ophthalmology, Aerospace Medicine, Eye Pathology
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By Andrew Lee, MD (U of Iowa)
http://www.medrounds.org/academic-ophthalmology/
The traditional model for teaching and assessing residents in the United States is undergoing a dramatic evolution. The old teaching paradigm or apprenticeship (see one, do one) model is still valuable but needs to be improved. The model has been stressed by internal and external changes in the health care environment and there is an emerging consensus for the need to re-engineer the educational process. In addition, the traditional accreditation model is in need of an overhaul. In the accreditation model, minimum numbers (e.g., surgeries, patients, procedures) were often used as a surrogate marker for actual ability. The "minimal threshold" or minimum standards model (i.e., the programs potential to educate) is being replaced by a competency-based outcome model (i.e., the programs actual ability to educate). Residency programs will be asked to show that residents have achieved educational objectives and demonstrate evidence for improvement in the educational process over time.
External stakeholders in the process have different agendas and expectations on how to restructure the educational process. These stakeholders include the general public, government regulatory agencies, public policy bodies, specialty and professional boards, and third party payers. This chapter reviews the forces that have shaped the development of the new competency model and defines the specifics of the Accreditation Council for Graduate Medical Education (ACGME) competencies.
I will attempt to answer several introductory but fundamental questions about the competency assessment process:
Read entire chapter here: http://www.medrounds.org/academic-ophthalmology/
http://www.medrounds.org/academic-ophthalmology/
The traditional model for teaching and assessing residents in the United States is undergoing a dramatic evolution. The old teaching paradigm or apprenticeship (see one, do one) model is still valuable but needs to be improved. The model has been stressed by internal and external changes in the health care environment and there is an emerging consensus for the need to re-engineer the educational process. In addition, the traditional accreditation model is in need of an overhaul. In the accreditation model, minimum numbers (e.g., surgeries, patients, procedures) were often used as a surrogate marker for actual ability. The "minimal threshold" or minimum standards model (i.e., the programs potential to educate) is being replaced by a competency-based outcome model (i.e., the programs actual ability to educate). Residency programs will be asked to show that residents have achieved educational objectives and demonstrate evidence for improvement in the educational process over time.
External stakeholders in the process have different agendas and expectations on how to restructure the educational process. These stakeholders include the general public, government regulatory agencies, public policy bodies, specialty and professional boards, and third party payers. This chapter reviews the forces that have shaped the development of the new competency model and defines the specifics of the Accreditation Council for Graduate Medical Education (ACGME) competencies.
I will attempt to answer several introductory but fundamental questions about the competency assessment process:
Read entire chapter here: http://www.medrounds.org/academic-ophthalmology/
