Integrating the Core Competencies: Proceedings from the 2005 Academic Assembly Consortium

Stahmer, Sarah A.; Ellison, Stefanie R.; Jubanyik, Karen K.; Felten, Scott; Doty, Christopher; Binder, Louis S.; Jourıles, Nicholas

doi:10.1197/j.aem.2006.06.050

Cited by 16 publications

(6 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since the ACGME defined the 6 core competencies, all graduate medical education programs have been working to design and implement strategies to both teach and evaluate resident physicians in each core competency area [1‐10]. Most of the published literature on this topic focuses on methods and curricula for teaching the core competency content [1‐10]. Research focused on methods to evaluate resident competency in each of these areas defined by the ACGME is more limited [7‐14].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Incorporation of Core Competency Questions Into an Annual National Self‐Assessment Examination for Residents in Physical Medicine and Rehabilitation: Results and Implications

Webster

2009

PM&R

View full text Add to dashboard Cite

This study demonstrates that, with careful item writing and review, multiple-choice items in the PBLI, SBP, and PROF domains can be successfully incorporated into an annual, national self-assessment examination for residents. The addition of these questions had value in assessing competency while not compromising the overall validity and reliability of the exam. It is yet to be determined if resident performance on these questions corresponds to performance on other measures of competency in the areas of PBLI, SBP, and PROF.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Most of the published literature on this topic focuses on methods and curricula for teaching the core competency content [1‐10]. Research focused on methods to evaluate resident competency in each of these areas defined by the ACGME is more limited [7‐14].…”

Section: Discussionmentioning

confidence: 99%

Incorporation of Core Competency Questions Into an Annual National Self‐Assessment Examination for Residents in Physical Medicine and Rehabilitation: Results and Implications

Webster

2009

PM&R

View full text Add to dashboard Cite

show abstract

“…In many programs, it is difficult to fit communications training into an already full conference schedule. 9 We focused on incorporating communication skills teaching into an educational activity already in existence. Our experience and questionnaire data suggest that this approach is both efficient and practical.…”

Section: Discussionmentioning

confidence: 99%

The Morbidity and Mortality Conference: A Unique Opportunity for Teaching Empathic Communication

Prose¹,

Brown²,

Murphy³

et al. 2010

Journal of Graduate Medical Education

View full text Add to dashboard Cite

Background The morbidity and mortality conference is an educational tradition in American medicine that dates to the early 20th century. Traditionally, this conference has focused entirely on issues of diagnosis and treatment, in the context of a disappointing clinical outcome. Intervention We report on a new method for teaching empathic doctor-patient communication skills at an obstetrics and gynecology morbidity and mortality conference. For each case presented, we identified the communications challenges and allowed faculty and residents to “practice” the discussion they would have with the patient and the patient's family in that situation. In some sessions, actors assumed the role of the patient. Following the discussion of the case, we offered didactic presentations on how we communicate with patients and their families. These focused on techniques for being patient centered and included the use of body language, open-ended questioning, reflective listening before offering to explain, and the importance of naming and validating emotions. Results The majority of participants felt the sessions to be helpful, and after one month many were able to identify a positive change in their interactions with patients. Conclusions We believe that this unique teaching format allows learners to refine their communication skills in the context of situations that they know to be both realistic and important.

show abstract

“…1 CORD revisited the progress of individual programs on implementing the core competencies in 2005 with an update on MK instruction and assessment. 2 The discussion continued at CORD in 2006, but recommendations on MK assessment were limited compared to other core competencies, as it was felt that the current tools were sufficient. 3 In addition to curricula that address MK content objectives for each postgraduate year, the Accreditation Council for Graduate Medical Education (ACGME) requires descriptions of how these objectives will be assessed and remediated when necessary.…”

Section: N 2002 a Council Of Emergency Medicine Residencymentioning

confidence: 99%

Assessing Medical Knowledge of Emergency Medicine Residents

Goyal

Aldeen

Leone

et al. 2012

Academic Emergency Medicine

View full text Add to dashboard Cite

The Accreditation Council for Graduate Medical Education (ACGME) requires that emergency medicine (EM) residency graduates are competent in the medical knowledge (MK) core competency. EM educators use a number of tools to measure a resident's progress toward this goal; it is not always clear whether these tools provide a valid assessment. A workshop was convened during the 2012 Academic Emergency Medicine consensus conference "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" where assessment for each core competency was discussed in detail. This article provides a description of the validity evidence behind current MK assessment tools used in EM and other specialties. Tools in widespread use are discussed, as well as emerging methods that may form valid assessments in the future. Finally, an agenda for future research is proposed to help address gaps in the current understanding of MK assessment.

show abstract

Integrating the Core Competencies: Proceedings from the 2005 Academic Assembly Consortium

Cited by 16 publications

References 60 publications

Incorporation of Core Competency Questions Into an Annual National Self‐Assessment Examination for Residents in Physical Medicine and Rehabilitation: Results and Implications

Incorporation of Core Competency Questions Into an Annual National Self‐Assessment Examination for Residents in Physical Medicine and Rehabilitation: Results and Implications

The Morbidity and Mortality Conference: A Unique Opportunity for Teaching Empathic Communication

Assessing Medical Knowledge of Emergency Medicine Residents

Contact Info

Product

Resources

About