Toward a common taxonomy of competency domains for the health professions and competencies for physicians.
Robert Englander,Terri Cameron,Adrian J. Ballard,Jessica Dodge,Janet Bull,Carol A. Aschenbrener +5 more
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TLDR
The authors aim to extract a common set of competencies for physicians from existing health professions’ competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges’ (AAMC) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites.Abstract:
Although health professions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies for physicians from existing health professions’ competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges’ (AAMC’s) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites. The authors used the Accreditation Council for Graduate Medical Education (ACGME)/American Board of Medical Specialties six domains of competence and 36 competencies delineated by the ACGME as their foundational reference list. They added two domains described by other groups after the original six domains were introduced: Interprofessional Collaboration (4 competencies) and Personal and Professional Development (8 competencies). They compared the expanded reference list (48 competencies within eight domains) with 153 competency lists from across the medical education continuum, physician specialties and subspecialties, countries, and health care professions. Comparison analysis led them to add 13 “new” competencies and to conflate 6 competencies into 3 to eliminate redundancy.read more
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Structural Vulnerability: Operationalizing the Concept to Address Health Disparities in Clinical Care
TL;DR: A novel, practical medical vulnerability assessment questionnaire is outlined that operationalizes for clinical practice the social science concept of “structural vulnerability,” and may orient health care providers toward policy leadership to reduce health disparities and foster health equity.
Journal ArticleDOI
Implementation of competency-based medical education: are we addressing the concerns and challenges?
Richard E. Hawkins,Catherine M. Welcher,Eric S. Holmboe,Lynne M. Kirk,John J. Norcini,Kenneth B. Simons,Susan E. Skochelak +6 more
TL;DR: Competency‐based medical education has emerged as a core strategy to educate and assess the next generation of physicians with a focus on outcomes and learner achievement.
Journal ArticleDOI
Toward Defining the Foundation of the MD Degree: Core Entrustable Professional Activities for Entering Residency
Robert Englander,Robert Englander,Timothy C. Flynn,Stephanie Call,Carol Carraccio,Lynn M. Cleary,Tracy B. Fulton,Maureen J. Garrity,Steven A. Lieberman,Brenessa Lindeman,Monica L. Lypson,Rebecca M. Minter,Rebecca M. Minter,Jay Rosenfield,Joe Thomas,Mark C. Wilson,Carol A. Aschenbrener +16 more
TL;DR: Adoption of these core EPAs could significantly narrow the gap between program directors’ expectations and new residents’ performance, enhancing patient safety and increasing residents', educators’, and patients’ confidence in the care these learners provide in the first months of their residency training.
BookDOI
Social Isolation and Loneliness in Older Adults: Opportunities for the Health Care System
TL;DR: This report makes recommendations specifically for clinical settings of health care to identify those who suffer the resultant negative health impacts of social isolation and loneliness and target interventions to improve their social conditions.
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Building a Framework of Entrustable Professional Activities, Supported by Competencies and Milestones, to Bridge the Educational Continuum
Carol Carraccio,Robert Englander,Joseph T. Gilhooly,Richard Mink,Dena Hofkosh,Michael A. Barone,Eric S. Holmboe +6 more
TL;DR: The authors propose how assessment in GME, based on EPAs and milestones, can guide MOC to complete the bridge across the education continuum.
References
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Association of Directors of Medical Student Education in Psychiatry
TL;DR: ADMSEP's members range from individual preceptors to course directors who are involved in education across the four years of the medical school curriculum, from behavioral science courses to psychiatry clerkships, and career advising.
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ADEA President's address.
TL;DR: It is my distinct personal privilege to address you at this closing session of the ADEA House of Representatives.
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