Four Fundamental Educational Principles

Ludmerer, Kenneth M.

doi:10.4300/jgme-d-16-00578.1

Cited by 13 publications

(10 citation statements)

References 24 publications

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“…4 Task Force meetings entailed review of the available evidence, testimony from researchers and experts, intense discussions, small group focused work, and trial votes and decisions. We aimed for revisions that would preserve aspects of the requirements that have proven relevant, beneficial, and durable, and to address the concerns, experiences, and recommendations of the graduate medical education (GME) community and those of patients and the public.…”

Section: Deliberations Evidence Considered and Stakeholder Inputmentioning

confidence: 99%

The 2017 ACGME Common Work Hour Standards: Promoting Physician Learning and Professional Development in a Safe, Humane Environment

Burchiel

Zetterman

Ludmerer

et al. 2017

Journal of Graduate Medical Education

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Section: Deliberations Evidence Considered and Stakeholder Inputmentioning

confidence: 99%

The 2017 ACGME Common Work Hour Standards: Promoting Physician Learning and Professional Development in a Safe, Humane Environment

Burchiel

Zetterman

Ludmerer

et al. 2017

Journal of Graduate Medical Education

Self Cite

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“…Programs must evaluate the feasibility of implementing PBLI assessment tools and the impact of the clinical learning and working environment on PBLI. 33…”

Section: Discussionmentioning

confidence: 99%

Assessing for Practice-Based Learning and Improvement: Distinguishing Evidence-Based Practice From Reflective Learning

Fondahn

Burke

Padmore

et al. 2021

Journal of Graduate Medical Education

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ractice-based learning and improvement (PBLI) Milestones focus on 2 themes: evidence-based and informed practice (PBLI-1) and reflective practice and commitment to personal growth (PBLI-2). 1 The Harmonized Milestones 2.0 were developed with an understanding that graduate medical education programs need to have methods to assess trainees' development in these complex areas. The conceptual framework of self-directed lifelong learning is a key aspect of medical professionalism and an important skill to develop to maintain proficiency in the ever-advancing field of medicine. 2,3 The American Board of Medical Specialties values meaningful participation in PBLI that includes aspirational continuing learning expectations. 4,5 This article intends to provide guidance on assessing PBLI Milestones and provide resources for trainee development.

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“…Adaptation of a medical residency and specialty model for child welfare can potentially produce competent and compassionate front-line providers, supervisors, and administrators if four fundamental educational principles are embraced. They include (a) assumption of responsibility for client management, (b) opportunities to engage in reflective learning, (c) assurances that frontline staffs are not burdened with non-essential tasks, and (d) continuity of care (Ludmerer 2017). Such an approach ensures that the return on investment in the training process and the person is maximized.…”

Section: Disruption Through Trainingmentioning

confidence: 99%

What if Child Maltreatment Were Childhood Leukemia?: Lessons from the Halls of the Hospital

Babcock

2020

Int. Journal on Child Malt.

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This article examines lessons that can be applied to prevention, research, training, and clinical treatment in child welfare from analogous experiences in combatting childhood acute lymphoblastic leukemia (ALL). Since the 1960s, childhood cancer researchers have been able to reach a 98% remission rate and 90% 5-yr survival rate with limited research, training, and treatment dollars. In contrast, child abuse fatalities and maltreatment reports have continued to increase. Although childhood leukemia is not readily associated with child welfare and child maltreatment, there are strategies, protocols, and lessons from the cancer arena that could disrupt the status quo of how we address child welfare. Use of childhood cancer research and treatment as a model could result in development of a child welfare system that is preventive in nature and better equipped to treat the multitude of family and community issues that contribute to maltreatment. Keywords childhood cancer. child maltreatment. child welfare. leukemia. Total Therapy Development of the Medical Approach to Childhood Leukemia Prior to 1962, parents who heard the words "your child has leukemia" had only one option: to prepare for the impending death of their child. At that time, childhood leukemia was considered a fatal malady; treatment might prolong life but did not sustain its quality.

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Four Fundamental Educational Principles

Cited by 13 publications

References 24 publications

The 2017 ACGME Common Work Hour Standards: Promoting Physician Learning and Professional Development in a Safe, Humane Environment

The 2017 ACGME Common Work Hour Standards: Promoting Physician Learning and Professional Development in a Safe, Humane Environment

Assessing for Practice-Based Learning and Improvement: Distinguishing Evidence-Based Practice From Reflective Learning

What if Child Maltreatment Were Childhood Leukemia?: Lessons from the Halls of the Hospital

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