Implementation of a College-wide GME Core Curriculum

Medio, Franklin; Arana, George W.; McCurdy, Layton

doi:10.1097/00001888-200104000-00007

Cited by 10 publications

(4 citation statements)

References 9 publications

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“…Institution-wide didactic or workshops that are made available for all graduate medical education programmes maybe a systematic approach to address this issue. In an approach akin to ours, Medio et al 4 described an institutionwide core curriculum implemented in the Medical University of South Carolina for 47 residency and fellowship programmes using didactics and discussions of topics including the resident as a teacher, Medicare, hospital practice, ethics, medico-legal issues, statistics, socioeconomics, cost containment, communication skills, research design and critical review of literature, all of which were well received by faculty and residents.…”

Section: Discussionmentioning

confidence: 99%

A Systems Approach to Teach Core Topics across Graduate Medical Education Programmes

Varkey

2008

Ann Acad Med Singap

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Introduction: Core curricula including Ethics, Medico-legal issues, Socioeconomics, and Quality Improvement (QI) are relevant and significant for graduate medical education programmes, regardless of specialty. A lack of faculty expertise in these content areas is a frequently cited concern among specialty programmes in graduate medical education. We report the results of an institutional systems-approach to assist this challenge. Our institution has 86 post-graduate residency and fellowship training programmes serving 1068 learners. Directors of these programmes expressed the need for a centralised approach to teach learners about insurance systems and the basics of QI. Materials and Methods: Two subject matter experts in the fields of insurance systems and 1 expert in QI conducted 2 institution-wide didactics on each of the content areas, attended by 192 and 225 learners respectively. Results: Significant improvement in learner knowledge was noted for all 3 knowledge-based questions for both content areas (P <0.0001). Learner self-assessment of knowledge of insurance systems increased from a pre-session mean of 2.86 to a post-session mean of 3.80 (P <0.0001) and from 3.29 to a post-session mean of 4.17 (P <0.0001) for the QI didactics. Conclusion: Systems-wide didactic sessions for learners of different residencies has several advantages including the efficient use of content experts, prevention of resource burnout, and cost effectiveness. This strategy may also assist programmes directors in meeting external accreditation requirements. Key words: Audience response system, Quality improvement, Safety, Systems initiatives

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Section: Discussionmentioning

confidence: 99%

A Systems Approach to Teach Core Topics across Graduate Medical Education Programmes

Varkey

2008

Ann Acad Med Singap

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“…3 Several novel programs designed to fulfill the objectives outlined by the ACGME have been described, including a universitywide graduate medical education core curriculum, multidisciplinary team meetings focusing on improving specific outcomes measures, and outcome cards detailing clinical cases involving each resident. [4][5][6] Barriers to integrating health policy into graduate medical education include limited time, large volumes of medical knowledge to be covered, a lack of expertise, and residents' perceptions that learning health policy is less important than their other requirements. 7 Harris et al 8 reported the results of a survey of radiation oncology program directors regarding challenges faced in implementing the ACGME Outcome Project requirements.…”

Section: Methodsmentioning

confidence: 99%

Teaching and Assessing Systems-Based Practice: A Pilot Course in Health Care Policy, Finance, and Law for Radiation Oncology Residents

Mitchell¹,

Parhar²,

Narayana³

2010

Journal of Graduate Medical Education

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Background Under the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project, residency programs are required to provide data on educational outcomes and evidence for how this information is used to improve resident education. Objective To teach and assess systems-based practice through a course in health care policy, finance, and law for radiation oncology residents, and to determine its efficacy. Methods and Materials We designed a pilot course in health care policy, finance, and law related to radiation oncology. Invited experts gave lectures on policy issues important to radiation oncology and half of the participants attended the American Society for Therapeutic Radiation and Oncology (ASTRO) Advocacy Day. Participants completed pre- and postcourse tests to assess their knowledge of health policy. Results Six radiation oncology residents participated, with 5 (84%) completing all components. For the 5 residents completing all assessments, the mean precourse score was 64% and the mean postcourse score was 84% (P = .05). Improvement was noted in all 3 sections of health policy, finance, and medical law. At the end of the course, 5 of 6 residents were motivated to learn about health policy, and 4 of 6 agreed it was important for physicians to be involved in policy matters. Conclusions Teaching radiation oncology residents systems-based practice through a course on health policy, finance, and law is feasible and was well received. Such a course can help teaching programs comply with the ACGME Outcome Project and would also be applicable to trainees in other specialties.

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“…Referred to as the core curriculum, the intent of this program is to help prepare physicians in the post-graduate training period of their career to function more competently in the modern healthcare environment. Despite this universal requirement, few institutions have published reports on development and implementation of a core curriculum [2,3], and none has described an online approach, with the exception of a preliminary report from this department [4].…”

Section: Introductionmentioning

confidence: 99%

A Web-Based Core Curriculum to Meet Certification and Training Needs for Medical Residents

York

Stapleton²,

Sandlow

2019

OLJ

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To meet institutional requirements for resident education in a core curriculum, the UIC College of Medicine implemented an online educational program called the UIC Online Core Curriculum. The UIC residency is composed of 1,000 physicians in training in 60 programs at 18 training sites. Its size and distribution create substantial obstacles to classroom-based delivery. An online format offered a viable alternative to meet the college’s need to present uniform content, document participation, and confirm resident achievement while addressing the residents’ need for flexibility with the Internet’s anytime, anywhere availability.Development of an online core curriculum included a focus group of program directors, residents, medical directors, and other faculty who were asked to suggest course topics that met not only the "letter" of the requirement, but also the spirit of the general competencies. These discussions resulted in a list of 13 topics, or modules. In July 1999, a pilot study involving first year UIC residents demonstrated the feasibility of the program. The following year, all UIC residents began participating. In the past two years residents from other institutions have been added to the program, resulting in a current participant base of approximately 3,800 residents nationwide.An analysis of 2,544 anonymous end-of-module surveys demonstrates that most residents can effectively participate with minimal technical problems. Consistent with the "anytime-anywhere" approach to web-based instruction, residents complete the modules not only at home but also while at clinical and other university sites. Overall satisfaction as reported by residents is high, and the majority agrees that the material presented is useful.Based on findings to date, the online core curriculum is an efficient and cost-effective method of providing a required program to a large, distributed population of learners while maintaining a high level of participant satisfaction.

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Implementation of a College-wide GME Core Curriculum

Cited by 10 publications

References 9 publications

A Systems Approach to Teach Core Topics across Graduate Medical Education Programmes

A Systems Approach to Teach Core Topics across Graduate Medical Education Programmes

Teaching and Assessing Systems-Based Practice: A Pilot Course in Health Care Policy, Finance, and Law for Radiation Oncology Residents

A Web-Based Core Curriculum to Meet Certification and Training Needs for Medical Residents

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