Developing Educators, Investigators, and Leaders During Internal Medicine Residency: The Area of Distinction Program (original) (raw)
Related papers
2005
T he structure, process, and outcomes of internal medicine residency training have concerned the profession for over 20 years. Over the last decade the initiative to move to outcomes-based education redefined the competencies physicians should obtain during training. The core principle of outcomes-based education is the objective demonstration that a graduating trainee, whether from medical school or a residency, possesses the knowledge, skills, and attitudes necessary to progress to the next stage of his or her professional career. The Accreditation Council for Graduate Medical Education (ACGME) and the Institute of Medicine (IOM) have defined core competencies for physicians shown in Table 1. While both the ACGME and IOM provide a framework for the desired outcomes, medical educators bear the burden of designing the structures and processes to achieve them. Educators face several key challenges in redesigning residency programs. First, residency programs must prepare trainees for ...
Academic Medicine, 2007
* This list enumerates a number of factors that have recently stimulated discussions concerning educational redesign in internal medicine. Several factors are repeated from earlier episodes of redesign activity while others are new to this period. The recommendations of the Alliance for Academic Internal Medicine Education Redesign Task Force take into consideration these and other factors. * This list provides the major recommendations of the AAIM Education Redesign Task Force. These recommendations were approved by all of the alliance organizations in April and May 2007. The authors encourage readers to consider the total effect of the recommendations rather than the effect of individual recommendations.
Internal Medicine Residency Redesign: Proposal of the Internal Medicine Working Group
The American Journal of Medicine, 2011
Concerned with the quality of internal medicine training, many leaders in the field assembled to assess the state of the residency, evaluate the decline in interest in the specialty, and create a framework for invigorating the discipline. Although many external factors are responsible, we also found ourselves culpable: allowing senior role models to opt out of important training activities, ignoring a progressive atrophy of bedside skills, and focusing on lock-step curricula, lectures, and compiled diagnostic and therapeutic strategies. The group affirmed its commitment to a vision of internal medicine rooted in science and learned with mentors at the bedside. Key factors for new emphasis include patient-centered small group teaching, greater incorporation of clinical epidemiology and health services research, and better schedule control for trainees. Because previous proposals were weakened by lack of evidence, we propose to organize the Cooperative Educational Studies Group, a pool of training programs that will collect a common data set describing their programs, design interventions to be tested rigorously in multimethodological approaches, and at the same time produce knowledge about high-quality practice.
The internal medicine subinternship
Journal of General Internal Medicine, 2002
Despite broad acceptance of the internal medicine subinternship rotation by the undergraduate medical education community, only a small fraction of programs provide students with explicit learning objectives. To design a curriculum for the medical subinternship, we surveyed 3 different groups of educational stakeholders Ð subinternship directors, residency program directors, and housestaff Ð in order to identify and prioritize the competencies that should be learned during this rotation. This study provides a starting point for the development of a structured curriculum for the fourth-year subinternship rotation.
Charting the road to competence: developmental milestones for internal medicine residency training
Journal of graduate medical education, 2009
The Accreditation Council for Graduate Medical Education (ACGME) Outcome Project requires that residency program directors objectively document that their residents achieve competence in 6 general dimensions of practice. In November 2007, the American Board of Internal Medicine (ABIM) and the ACGME initiated the development of milestones for internal medicine residency training. ABIM and ACGME convened a 33-member milestones task force made up of program directors, experts in evaluation and quality, and representatives of internal medicine stakeholder organizations. This article reports on the development process and the resulting list of proposed milestones for each ACGME competency. The task force adopted the Dreyfus model of skill acquisition as a framework the internal medicine milestones, and calibrated the milestones with the expectation that residents achieve, at a minimum, the "competency" level in the 5-step progression by the completion of residency. The task for...
Update in Internal Medicine Residency Education: A Review of the Literature in 2010 and 2011
Journal of Graduate Medical Education, 2013
Background Evidence-based practice in education requires high-quality evidence, and many in the medical education community have called for an improvement in the methodological quality of education research. Objective Our aim was to use a valid measure of medical education research quality to highlight the methodological quality of research publications and provide an overview of the recent internal medicine (IM) residency literature. Methods We searched MEDLINE and PreMEDLINE to identify English-language articles published in the United States and Canada between January 1, 2010, and December 31, 2011, focusing on IM residency education. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI), which has demonstrated reliability and validity. Qualitative articles were excluded. Articles were ranked by quality score, and the top 25% were examined for common themes, and 2 articles within each theme were selected for in-depth presentation. Resul...
Reforming internal medicine residency training
Journal of General Internal Medicine, 2005
To provide recommendations for residency reform. The Society of General Internal Medicine (SGIM) convened a task force consisting of physicians representing a broad range of views within general medicine, expertise and experience in clinical education, and who represented ...
A Comprehensive 3-Year Internal Medicine Residency Research Curriculum
The American Journal of Medicine, 2011
The mission and goals of graduate medical education continue to evolve. The Accreditation Council on Graduate Medical Education and the Residency Review Committee for Internal Medicine require internal medicine residency programs to advance resident knowledge of "the basic principles of research, including how research is conducted, evaluated, explained to patients, and applied to patient care." 1 Residency programs must provide educational resources to facilitate resident involvement in scholarly activities. Time constraints introduced by the limits on resident duty hours and multiple competing demands for curricular time and clinical effort pose challenges to successfully addressing the requirement for resident scholarly activities. Efficient, well-organized, and effective strategies are needed to promote resident research.