Where do we go from here? Moving from systems-based practice process measures to true competency via developmental milestones
For many educators it has been challenging to meet the Accreditation Council for Graduate Medical Education's requirements for teaching systems-based practice (SBP). An additional layer of complexity for educators is evaluating competency in SBP, despite milestones and entrustable professional...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2014-06-01
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| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | http://med-ed-online.net/index.php/meo/article/download/24441/pdf_1 |
| _version_ | 1811270042983071744 |
|---|---|
| author | Johanna Martinez Erica Phillips Christina Harris |
| author_facet | Johanna Martinez Erica Phillips Christina Harris |
| author_sort | Johanna Martinez |
| collection | DOAJ |
| description | For many educators it has been challenging to meet the Accreditation Council for Graduate Medical Education's requirements for teaching systems-based practice (SBP). An additional layer of complexity for educators is evaluating competency in SBP, despite milestones and entrustable professional activities (EPAs). In order to address this challenge, the authors present the results of a literature review for how SBP is currently being taught and a series of recommendations on how to achieve competency in SBP for graduate medical trainees with the use of milestones. The literature review included 29 articles and demonstrated that only 28% of the articles taught more than one of the six core principles of SBP in a meaningful way. Only 7% of the articles received the highest grade of A. The authors summarize four guiding principles for creating a competency-based curriculum that is in alignment with the Next Accreditation System (NAS): 1) the curriculum needs to include all of the core principles in that competency, 2) the objectives of the curriculum should be driven by clinical outcomes, 3) the teaching modalities need to be interactive and clinically relevant, and 4) the evaluation process should be able to measure competency and be directly reflective of pertinent milestones and/or EPAs. This literature review and the provided guiding principles can guide other residency educators in their development of competency-based curricula that meets the standards of the NAS. |
| first_indexed | 2024-04-12T21:53:48Z |
| format | Article |
| id | doaj.art-4393632c654140598204fac856acaae2 |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-04-12T21:53:48Z |
| publishDate | 2014-06-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-4393632c654140598204fac856acaae22022-12-22T03:15:22ZengTaylor & Francis GroupMedical Education Online1087-29812014-06-011901710.3402/meo.v19.2444124441Where do we go from here? Moving from systems-based practice process measures to true competency via developmental milestonesJohanna Martinez0Erica Phillips1Christina Harris2 Department of Medicine, Weill Medical College of Cornell University, New York, NY, USA Department of Medicine, Weill Medical College of Cornell University, New York, NY, USA David Geffen School of Medicine, University of California, Los Angeles, CA, USAFor many educators it has been challenging to meet the Accreditation Council for Graduate Medical Education's requirements for teaching systems-based practice (SBP). An additional layer of complexity for educators is evaluating competency in SBP, despite milestones and entrustable professional activities (EPAs). In order to address this challenge, the authors present the results of a literature review for how SBP is currently being taught and a series of recommendations on how to achieve competency in SBP for graduate medical trainees with the use of milestones. The literature review included 29 articles and demonstrated that only 28% of the articles taught more than one of the six core principles of SBP in a meaningful way. Only 7% of the articles received the highest grade of A. The authors summarize four guiding principles for creating a competency-based curriculum that is in alignment with the Next Accreditation System (NAS): 1) the curriculum needs to include all of the core principles in that competency, 2) the objectives of the curriculum should be driven by clinical outcomes, 3) the teaching modalities need to be interactive and clinically relevant, and 4) the evaluation process should be able to measure competency and be directly reflective of pertinent milestones and/or EPAs. This literature review and the provided guiding principles can guide other residency educators in their development of competency-based curricula that meets the standards of the NAS.http://med-ed-online.net/index.php/meo/article/download/24441/pdf_1systems-based practicecore competenciesdevelopmental milestones |
| spellingShingle | Johanna Martinez Erica Phillips Christina Harris Where do we go from here? Moving from systems-based practice process measures to true competency via developmental milestones Medical Education Online systems-based practice core competencies developmental milestones |
| title | Where do we go from here? Moving from systems-based practice process measures to true competency via developmental milestones |
| title_full | Where do we go from here? Moving from systems-based practice process measures to true competency via developmental milestones |
| title_fullStr | Where do we go from here? Moving from systems-based practice process measures to true competency via developmental milestones |
| title_full_unstemmed | Where do we go from here? Moving from systems-based practice process measures to true competency via developmental milestones |
| title_short | Where do we go from here? Moving from systems-based practice process measures to true competency via developmental milestones |
| title_sort | where do we go from here moving from systems based practice process measures to true competency via developmental milestones |
| topic | systems-based practice core competencies developmental milestones |
| url | http://med-ed-online.net/index.php/meo/article/download/24441/pdf_1 |
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