A model for GME: shifting from process to outcomes. A progress report from the Accreditation Council for Graduate Medical Education

Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum

“…These requirements included: 1) performance data review for each resident's continuity clinic panel, and 2) involvement in a continuous quality improvement (CQI) process 1 . Although practice performance evaluation has been a required element of practicebased learning and improvement (PBLI), many residency programs have had to develop unique curricula to fulfill these requirements [2][3][4] . While there are many challenges to teaching CQI [4][5][6][7][8][9][10][11][12] , the American Board of Internal Medicine's (ABIM) Practice Improvement Modules (PIM) have been used as a tool to teach physicians important CQI principles 6,[13][14][15] .…”

Evaluation of a national process of reforming curricula in postgraduate medical education

“…These have been caused by various reasons such as societal needs, politics, lack of specialists and wishes for better and shorter education (Frank et al 1996; The Royal College of Physicians and Surgeons of Canada 1996; Leach 2001Leach , 2004ten Cate 2007). In essence these reforms include introduction of outcome-based education, a broader definition of competence and requirements of teaching and assessment strategies.…”

Patient Safety Knowledge and Its Determinants in Medical Trainees

“…1,2 Many medical schools are now adopting similar competency frameworks. [3][4][5][6][7] The competency of systems-based practice is defined as the awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value.…”