A New Conceptual Framework for Academic Health Centers

Borden, William B.; Mushlin, Alvin I.; Gordon, Jonathan; Leiman, Joan M.; Pardes, Herbert

doi:10.1097/acm.0000000000000688

Cited by 27 publications

(16 citation statements)

References 6 publications

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“…Our study also supports the claim that CanMEDS is evolving in that aspects of physicians’ real‐world work are better represented in the 2015 version than in the 2005 version of CanMEDS. Medical education frameworks should be revised over time, and validated for direction and type of content change with consideration of the changing needs of health care and medical education . Real‐world studies provide knowledge to guide revisions that support the move away from acontextual competency‐based learning.…”

Section: Discussionmentioning

confidence: 99%

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How evidence from observing attending physicians links to a competency-based framework

et al. 2017

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This study shows how the real-world work of attending physicians links to the CanMEDS framework and provides empirical data identifying disconnects between espoused and observed behaviours. There is a conceptual gap where the contextual influences of physicians' work and the competencies required to adjust to these influences are missing from the framework. These concepts should be incorporated into learning both broadly, such as through an emphasis on context within curriculum development for the workplace (e.g. entrustable professional activities), and explicitly, through the introduction of novel competencies (e.g. the Conduct role-related components described in this study).

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Section: Discussionmentioning

confidence: 99%

“…Medical education frameworks should be revised over time, and validated for direction and type of content change with consideration of the changing needs of health care and medical education. 31 Real-world studies provide knowledge to guide revisions that support the move away from acontextual competency-based learning.…”

Section: Discussionmentioning

confidence: 99%

How evidence from observing attending physicians links to a competency-based framework

et al. 2017

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“…3,[13][14][15][16][17] The expectations of an academic unit of EM now exceed the traditional scholarship of education and research roles. 18 This is having a significant effect on the imperative to acquire novel leadership skills and must be considered when designing resilient and adaptive governance models.…”

Section: Cjem Jcmumentioning

confidence: 99%

CAEP 2015 Academic Symposium: Recommendations for University Governance and Administration for Emergency Medicine

Petrie

Chopra

Chochinov

et al. 2016

CJEM

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Objective: 1) To identify the strengths and challenges of governance structures in academic emergency medicine (EM), and 2) to make recommendations on principles and approaches that may guide improvements. Methods: Over the course of 9 months, eight established EM leaders met by teleconference, reviewed the literature, and discussed their findings and experiences to arrive at recommendations on governance in academic units of EM. The results and recommendations were presented at the annual Canadian Association of Emergency Physicians (CAEP) Academic Symposium, where attendees provided feedback. The updated recommendations were subsequently distributed to the CAEP Academic Section for further input, and the final recommendations were decided by consensus. Results: The panel identified four governance areas of interest: 1) the elements of governance; 2) the relationships between emergency physicians and academic units of EM, and between the academic units of EM and faculty of medicine; 3) current status of governance in Canadian academic units of EM; and 4) essential elements of good governance. Six recommendations were developed around three themes, including 1) the importance of good governance; 2) the purposes of an academic unit of EM; and 3) essential elements for better governance for academic units of EM. Recommendations included identifying the importance of good governance, recognizing the need to adapt to the different models depending on the local environment; seeking full departmental status, provided it is mutually beneficial to EM and the faculty of medicine (and health authority); using a consultation service to learn from the experience of other academic units of EM; and establishing an annual forum for EM leaders. Conclusion:Although governance of academic EM is complex, there are ways to iteratively improve the mission of academic units of EM: providing exceptional patient care through research and education. Although there is no onesize-fits-all guide, there are practical recommended steps for academic units of EM to consider. RÉSUMÉObjectifs: 1) L'étude visait à cerner les forces et les faiblesses des structures de gouvernance dans les unités d'enseignement de la médecine d'urgence (MU) et 2) à formuler des recommandations sur les principes et les voies susceptibles de guider les améliorations. Méthode: Sur une période de 9 mois, huit chefs de file bien établis en MU ont tenu des réunions par téléconférence, ont examiné la documentation et ont discuté des résultats de la recherche et de leurs expériences pour en arriver à l'élabora-tion de recommandations sur la gouvernance des unités d'enseignement de la MU. Les résultats et les recommandations ont été présentés au cours du symposium annuel sur les affaires universitaires de l'Association canadienne des méde-cins d'urgence (ACMU), après quoi les participants ont fait part de leurs observations. Les recommandations ont été modifiées en conséquence, puis transmises à la section des affaires universitaires de l'ACMU pour la collecte d'aut...

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“…Economic stress from (1) the restructuring of payments associated with Medicare and Accountable Care Organisations (ACOs), (2) the Affordable Care Act (ACA), (3) expenses associated with purchasing and maintaining new technologies, (4) decreased extramural funding research support, (5) reduced government appropriations and (6) a plethora of other financial challenges have forced many AHCs to restructure in order to remain competitive 1. This has resulted in several AHCs recruiting numerous physicians to solely increase clinical revenue and may have no or limited academic expectations.…”

Section: Introductionmentioning

confidence: 99%

Obligation for transparency regarding treating physician credentials at academic health centres

2018

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Academic health centres have historically treated patients with the most complex of diseases, served as training grounds to teach the next generations of physicians and fostered an innovative environment for research and discovery. The physicians who hold faculty positions at these institutions have long understood how these key academic goals are critical to serve their patient community effectively. Recent healthcare reforms, however, have led many academic health centres to recruit physicians without these same academic expectations and to partner with non-faculty physicians at other health systems. There has been limited transparency in regard to the expertise among the physicians and the academic faculty within these larger entities. Such lack of transparency may lead to confusion among patients regarding the qualifications of who is actually treating them. This could threaten the ethical principles of patient autonomy, benevolence and non-maleficence as patients risk making uninformed decisions that might lead to poorer outcomes. Furthermore, this lack of transparency unjustly devalues the achievements of physician faculty members as well as potentially the university they represent. In this paper, it is suggested that academic health centres have an obligation to foster total transparency regarding what if any role a physician has at a university or medical school when university or other academic monikers are used at a hospital.

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A New Conceptual Framework for Academic Health Centers

Cited by 27 publications

References 6 publications

How evidence from observing attending physicians links to a competency-based framework

How evidence from observing attending physicians links to a competency-based framework

CAEP 2015 Academic Symposium: Recommendations for University Governance and Administration for Emergency Medicine

Obligation for transparency regarding treating physician credentials at academic health centres

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