Integrating the Accreditation Council for Graduate Medical Education Core Competencies into the Model of the Clinical Practice of Emergency Medicine

Chapman, Dane M.; Hayden, Stephen R.; Sanders, Arthur B.; Binder, Louis S.; Chinnis, Ann; Corrigan, Kelly; LaDuca, Tony; Dyne, Pamela L.; Perina, Debra G.; Smith‐Coggins, Rebecca; Sulton, Larry; Swing, Susan R.

doi:10.1197/j.aem.2004.02.008

Cited by 35 publications

(28 citation statements)

References 13 publications

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“…8.4 Added Pituitary infarction (Critical, Emergent) 13. 9 Added Contraception (Emergent, Lower) 14.1.5…”

Section: C Changes Tomentioning

confidence: 99%

“…The six general competencies are an integral part of the practice of EM and are embedded in the EM Model. 9 The EM Model is closely aligned with the core competencies, using section headings with similar terminology.The EM Model is designed for use as the core document for the specialty. It provides the foundation for developing medical school and residency curricula, certification examination specifications, continuing education objectives, research agendas, residency program review requirements, and other documents necessary for the definition, skills acquisition, assessment, and practice of the specialty.…”

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confidence: 99%

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confidence: 99%

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The 2013 Model of the Clinical Practice of Emergency Medicine

et al. 2014

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In 2001, "The Model of the Clinical Practice of Emergency Medicine" was first published. This document, the first of its kind, was the result of an extensive practice analysis of emergency department (ED) visits and several expert panels, overseen by representatives from six collaborating professional organizations (the American Board of Emergency Medicine, the American College of Emergency Physicians, the Society for Academic Emergency Medicine, the Residency Review Committee for Emergency Medicine, the Council of Emergency Medicine Residency Directors, and the Emergency Medicine Residents' Association). Every 2 years, the document is reviewed by these organizations to identify practice changes, incorporate new evidence, and identify perceived deficiencies. For this revision, a seventh organization was included, the American Academy of Emergency Medicine.ACADEMIC EMERGENCY MEDICINE 2014;21:574-598 © 2014 by the Society for Academic Emergency Medicine E mergency medicine (EM) is the only medical specialty that has a scientifically derived and commonly accepted description of the domain of its clinical practice. That document, "The Model of the Clinical Practice of Emergency Medicine" (EM Model), was developed through the collaboration of six organizations: the American Board of Emergency Medicine (ABEM-the administrative organization for the project), the American College of Emergency Physicians (ACEP), the Council of Emergency Medicine Residency Directors (CORD), the Emergency Medicine Residents' Association (EMRA), the Residency Review Committee for Emergency Medicine (RRC-EM), and the Society for Academic Emergency Medicine (SAEM). Development of the EM Model was based on an extensive practice analysis of the specialty. The practice analysis relied on both empiric data gathered from actual emergency department (ED) visits and several expert panels.1 The resulting product was first published in 2001 2 and has successfully served as the common source document for all EM organizations. One of its strengths is incorporating the reality that EM is a specialty driven by symptoms, not diagnoses, requiring simultaneous therapeutic and diagnostic interventions.The task force that developed the EM Model recommended that a new task force, composed of representatives from all six organizations, be formed every 2 years to assess the success of the document in accomplishing its objective of supporting the ongoing development of the specialty of EM, to consider alterations to the EM Model suggested by the collaborating organizations, and to recommend changes to the six sponsoring organizations.The initial 2-year review occurred in 2003, with representatives from each of the six organizations suggesting changes and reporting how their respective organizations had used the document. The initial 2-year update was published in Annals of Emergency Medicine and Academic Emergency Medicine in 2005.3,4 Subsequently, a task force met every 2 years to review the EM Model THE EM MODELThe EM Model is a three-dimensional descri...

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“…8.4 Added Pituitary infarction (Critical, Emergent) 13. 9 Added Contraception (Emergent, Lower) 14.1.5…”

Section: C Changes Tomentioning

confidence: 99%

mentioning

confidence: 99%

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The 2013 Model of the Clinical Practice of Emergency Medicine

et al. 2014

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“…In 2004, Chapman et al 3 considered integrating all ACGME core competencies, including ICS, into the Model of Clinical Practice of Emergency Medicine. ICS skills that were defined in three simple areas with more specific examples given were: 1) the physician-patient relationship, 2) obtaining and providing information, and 3) working with others.…”

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Assessing Interpersonal and Communication Skills in Emergency Medicine

Chan

Wallner

Swoboda

et al. 2012

Academic Emergency Medicine

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Interpersonal and communication skills (ICS) are a key component of several competency-based schemata and key competency in the set of six Accreditation Council for Graduate Medical Education (ACGME) core competencies. With the shift toward a competency-based educational framework, the importance of robust learner assessment becomes paramount. The journal Academic Emergency Medicine (AEM) hosted a consensus conference to discuss education research in emergency medicine (EM). This article summarizes the initial preparatory research that was conducted to brief consensus conference attendees and reports the results of the consensus conference breakout session as it pertains to ICS assessment of learners. The goals of this consensus conference session were to twofold: 1) to determine the state of assessment of observable learner performance and 2) to determine a research agenda within the ICS field for medical educators. The working group identified six key recommendations for medical educators and researchers.

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“…In 2002, the Council of Emergency Medicine Residency Directors held a consensus conference to define the ACGME competencies and methods for their assessment for emergency medicine training. [3][4][5] With input from multiple stakeholders, that work now provides a credible framework for curriculum development that includes patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based care. 5 While residency programs can set up structures to assess and provide feedback on these competencies using strategies such as standardized patients and direct observation, checklist evaluation, chart-stimulated recall, and simulations, 6,7 it is more challenging to enhance and assess these competencies for practicing emergency physicians (EPs).…”

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The Assessment of Emergency Physicians by a Regulatory Authority

2006

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Objectives: To determine whether it is possible to develop a feasible, valid, and reliable multisource feedback program (360 evaluation) for emergency physicians.Methods: Surveys with 16, 20, 30, and 31 items were developed to assess emergency physicians by 25 patients, eight coworkers, eight medical colleagues, and self, respectively, using five-point scales along with an ''unable to assess'' category. Items addressed key competencies related to communication skills, professionalism, collegiality, and self-management.Results: Data from 187 physicians who identified themselves as emergency physicians were available. The mean number of respondents per physician was 21.6 (SD AE 3.87) (93%) for patients, 7.6 (SD AE 0.89) (96%) for coworkers, and 7.7 (SD AE 0.61) (95%) for medical colleagues, suggesting it was a feasible tool. Only the patient survey had four items with ''unable to assess'' percentages R15%. The factor analysis indicated there were two factors on the patient questionnaire (communication/professionalism and patient education), two on the coworker survey (communication/collegiality and professionalism), and four on the medical colleague questionnaire (clinical performance, professionalism, self-management, and record management) that accounted for 80.0%, 62.5%, and 71.9% of the variance on the surveys, respectively. The factors were consistent with the intent of the instruments, providing empirical evidence of validity for the instruments. Reliability was established for the instruments (Cronbach's a > 0.94) and for each physician (generalizability coefficients were 0.68 for patients, 0.85 for coworkers, and 0.84 for medical colleagues). Conclusions:The psychometric examination of the data suggests that the instruments developed to assess emergency physicians were feasible and provide evidence for validity and reliability.

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Integrating the Accreditation Council for Graduate Medical Education Core Competencies into the Model of the Clinical Practice of Emergency Medicine

Cited by 35 publications

References 13 publications

The 2013 Model of the Clinical Practice of Emergency Medicine

The 2013 Model of the Clinical Practice of Emergency Medicine

Assessing Interpersonal and Communication Skills in Emergency Medicine

The Assessment of Emergency Physicians by a Regulatory Authority

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