Otolaryngology Resident Education and the Accreditation Council for Graduate Medical Education Core Competencies

Faucett, Erynne A.; Barry, Jonnae Y.; McCrary, Hilary C.; Saleh, Ahlam; Erman, Audrey B.; Ishman, Stacey L.

doi:10.1001/jamaoto.2017.3163

Cited by 16 publications

(17 citation statements)

References 141 publications

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“…Diğer yandan KBB yeterlik sınavındaki en düşük puan alınan basamaklardan birisinin de iletişim becerileri basamağı olduğu bildirilmiştir (20). Değerlendirilen alanlardan profesyonalizm de ülkemiz için yeni tartışmaya açılan bir alandır (21,22). Bu konularda her KBB uzmanlık öğrencisinin kolayca ulaşabileceği eğitsel kaynaklara ve uygulamalı kurslara ihtiyaç vardır.…”

Section: Eğitimunclassified

360-degree Evaluation in Otorhinolaryngology Residency Training

Kara

Mengi

2019

Tıp Eğitimi Dünyası

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Amaç; Kulak Burun Boğaz (KBB) Uzmanlık eğitiminde uzmanlık öğrencilerinin değerlendirilmesinde 360° değerlendirme yönteminin kullanılabilirliği, uygulamadaki zorluklar ve değerlendiricilerin tepkileri araştırılmıştır. Yöntem; İlk aşamada 6 KBB uzmanlık öğrencisi için standart 360° değerlendirme yapıldı. Değerlendirici olarak yedi farklı grup anket doldurmuştur. Ayrıca her uzmanlık öğrencisi hem kendisi ve hem de arkadaşları için değerlendirme yaptılar. Değerlendirme sonucunda düşük puan alınan başlıklar öğretim üyeleri ve uzmanlık öğrencisi ile yüz yüze görüşülmüştür. Araştırmanın ikinci aşamasında uzmanlık öğrencileri ve öğretim üyelerinden, 360° değerlendirme sürecine ilişkin yazılı ve sözlü geri bildirimler alınmıştır. Test güvenilirliği ve öğrenciler arası korelasyon istatistiksel olarak hesaplanmıştır. Nitel değerlendirmede ise geri bildirimler ve araştırmacıların aldığı yazılı notlar, ilgili başlıklar altında toplanarak değerlendirilmiştir. Bulgular; Toplamda 205 anket doldurulmuştur. Testin alt başlıklarında hesaplanan Cronbach alfa değerleri sonucunda anketlerin güvenilir olduğu görülmüştür. Artan kıdem yılı ile toplanan puanlar arasında pozitif yönde istatistiksel olarak anlamlı ve kuvvetli korelasyon saptanmıştır. Uzmanlık öğrencileri ve değerlendiricilerin 360° değerlendirmeyi olumlu karşıladıkları gözlenmiştir. Eğiticiler sonuçların davranış değişikliğine yol açacağına inanırken, uzmanlık öğrencilerinin de çoğunluğu bu düşünceyi paylaşmıştır. Negatif sonuçların öğrencilere bildirilmesinde ve iyileştirme planları yapılırken zorluklarla karşılaşılmıştır.

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Section: Eğitimunclassified

360-degree Evaluation in Otorhinolaryngology Residency Training

Kara

Mengi

2019

Tıp Eğitimi Dünyası

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“…The aspirational goal of clinical excellence was recognized early in the development of the specialty of otolaryngology‐head and neck surgery (OHNS) when the American Board of Otolaryngology, founded in 1924, pronounced the following objectives: “to elevate the standards of otolaryngology, […] to protect the public against irresponsible and unqualified practitioners.” 1 While the need to deliver clinically excellent care to all patients is acknowledged and accepted, it can be difficult to define and measure clinical excellence. Previous research on clinical excellence in OHNS has focused on resident education and attaining proficiency in the core competencies delineated by the Accreditation Council for Graduate Medical Education (ACGME) 2 . Additional frameworks for evaluating and improving clinical excellence for otolaryngologists across the course of their careers may benefit our specialty as we strive to serve our patients and advance the field.…”

Section: Introductionmentioning

confidence: 99%

Clinical Excellence in Otolaryngology‐Head and Neck Surgery: Examples from the Published Literature

et al. 2021

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Objective/Hypothesis To apply the domains of clinical excellence, as published by the Miller‐Coulson Academy of Clinical Excellence, to the field of otolaryngology‐head and neck surgery (OHNS) as a framework for evaluating and improving clinical excellence. Methods A search of PubMed, Scopus, the Cochrane Library, and the National Institute for Health and Care Excellence (NICE) databases was performed and 229 publications were reviewed. Results Case reports and other articles were selected that exemplify each of the distinct domains of clinical excellence within our specialty. Conclusions The Miller‐Coulson Academy's domains of clinical excellence are relevant to OHNS and can provide a framework for fostering clinical excellence in otolaryngologists. The many examples of excellent care by otolaryngologists found in the published literature can inspire otolaryngologists to provide outstanding care to all patients consistently and to advance our specialty. Level of Evidence N/A Laryngoscope, 131:E2153–E2158, 2021

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“…Many scientists believe clear conceptualizations and de nitions allow the accreditation mechanism to follow healthcare standards and the interests of the public and patients in medical education and training [11][12][13] . A several systematic reviews highlighted the importance of measuring competencies within the accreditation of medical education [14][15][16][17] . For some scholars achieving excellence in medical education requires continuous improvement of the accreditation focus according to the standards of social responsibility and communication with society 18,19 .…”

Section: Introductionmentioning

confidence: 99%

Analysis of accreditation standards for undergraduate medical studies in Serbia through the lens of the National Health Workforce Accounts

Buljugic

Milićević

2020

Preprint

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Background Understanding the importance of educational accreditation standards for health and health workforce policymaking is needed more than ever given the growing circulation of physicians, cross-border care and pandemics. The World Health Organization National Health Workforce Accounts (NHWA) for education and training could support the achievement of health care quality through health workforce strategies.Objective To perform a qualitative and quantitative analysis of the effect of accreditation standards on undergraduate medical studies through the lens of NHWA indicators on education and training, and to assess their potential to support quality improvement in health workforce education and health policy planning.Methods Accreditation standards for medical undergraduate studies at the Faculty of Medicine University of Belgrade, Serbia (FMUB) were analyzed using the NHWA indicators on education and training, in addition to the results of surveys of students and employers on the quality of accredited study programs in 2013 and 2016.Results Compulsory accreditation mechanism entails standards for the quality of education at FMUB including continuing professional development and in-service training but not for interprofessional education. Standards partly cover social determinants and social accountability. Students optionally participate in regulatory making. Alike healthcare managers who also serve as providers for training placement for students during the studies, students take part in FMUB accreditation surveys. Based on the results of the survey, the quality of undergraduate medical studies at FMUB has slightly improved from 2013 to 2016. A ten-year quantitative analysis showed a declining trend in freshman enrollment. The average duration of a six-year undergraduate study of medicine is extended to 7.2 ± 0.4 years.Conclusion For improving medical students' practical, organizational skills and independent work, as well as social accountability, and social determinants must be taken as priority standards in the future revisions of accreditation mechanism in Serbia. Health workforce organizations, civil society and the community should participate in accreditation regulatory bodies for establishing a foundation for socially accountable and interprofessional education. If implemented at institutional, local and national level, system of NHWA indicators can support the alignment of higher education standards and plans with the national health and health workforce standards and strategy/plan.

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Otolaryngology Resident Education and the Accreditation Council for Graduate Medical Education Core Competencies

Cited by 16 publications

References 141 publications

360-degree Evaluation in Otorhinolaryngology Residency Training

360-degree Evaluation in Otorhinolaryngology Residency Training

Clinical Excellence in Otolaryngology‐Head and Neck Surgery: Examples from the Published Literature

Analysis of accreditation standards for undergraduate medical studies in Serbia through the lens of the National Health Workforce Accounts

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