1. The Accreditation Council for Graduate Medical Education
(ACGME) Outcomes Project changes the focus of graduate medical education
from how programs are potentially educating residents
to how programs are actually educating residents
through assessment of competencies.
2. The six core competencies are patient care, medical knowledge,
practice-based learning and improvement, interpersonal and communication
skills, professionalism, and systems-based practice.
3. The Residency Review Committee recognizes the importance of simulators
for technical training and mandated that all training programs have
a skills laboratory by July 2008. A Surgical Skills Curriculum Task
Force has developed a National Skills Curriculum to assist programs
with training and assessing competency through simulators.
4. The ACGME has developed a professional development tool called
the ACGME Learning Portfolio. This interactive
web-based portfolio can be used as a tool for residents, faculty,
and programs directors to allow for reflection, competency assessment,
and identification of weaknesses.
5. There is much to be learned still, and programs should continue
to share their experiences to identify benchmark programs.
Technologic and molecular advances have fundamentally changed the
way medicine is practiced. The Internet has revolutionized the way
both physicians and patients learn about diseases. In addition, political
and economic pressures have altered the way society views and reimburses
medical care. The end result of these changes is that access to
medical care, access to information about medical care, and the
very nature of the doctor-patient relationship has changed.1 In
response to this situation, the Accreditation Council for Graduate
Medical Education (ACGME) Outcomes Project was developed. Dr. Leach
stated that this initiative was based on three principles: (1) whatever
we measure we tend to improve; (2) focusing on outcomes instead
of processes allows programs flexibility to adapt based on their
needs and resources; and (3) the public deserves to have access
to data demonstrating that graduating physicians are competent.2 This
initiative changed the focus of graduate medical education from
how programs were potentially educating residents by
complying with the accreditation requirements to how programs are actually educating
residents through assessment of the program’s outcomes.
In 1999, the Outcomes Project identified six core competencies that
would provide a conceptual framework to train residents to competently
and compassionately treat patients in today’s changing
health care system. The six core competencies as designated by the
ACGME are patient care, medical knowledge, practice-based learning
and improvement, interpersonal and communication skills, professionalism,
and systems-based practice (Table 1-1).3 Starting
in July 2001, the ACGME implemented a 10-year timeline to implement
these concepts into medical education. The timeline was divided
into four phases, allowing flexibility for individual programs to
meet these goals (Table 1-2).4
Table 1-1 Accreditation
Council for Graduate Medical Education Core Competencies |Favorite Table|Download (.pdf)
Table 1-1 Accreditation
Council for Graduate Medical Education Core Competencies
Patient care ...|
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