scholarly journals Mystery behind the match: an undergraduate medical education–graduate medical education collaborative approach to understanding match goals and outcomes

2016 ◽  
Vol 21 (1) ◽  
pp. 32235
Author(s):  
Alisa Nagler ◽  
Deborah L. Engle ◽  
Mariah Rudd ◽  
Saumil M. Chudgar ◽  
John L. Weinerth ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Graduate Medical Education ◽  
Collaborative Approach ◽  
Graduate Medical

scholarly journals A Consensus Approach to Identify Tiered Competencies in Quality Improvement and Patient Safety

2018 ◽  
Vol 10 (6) ◽  
pp. 646-650 ◽  
Author(s):  
Brennan D. Kruszewski ◽  
Nathan O. Spell
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Quality Improvement ◽  
Curriculum Development ◽  
Undergraduate Medical Education ◽  
Graduate Medical Education ◽  
Continuing Professional Development ◽  
Independent Practice ◽  
Graduate Medical ◽  
Modified Delphi

ABSTRACT Background Quality improvement and patient safety (QI/PS) competencies have been proposed separately for undergraduate medical education (UME) and graduate medical education (GME). The work forms a foundation at each educational level, yet curriculum development would benefit from more specific guidance that considers the continuum of physician training. Objective We identified a core set of QI/PS items to be taught during medical school, residency, and independent practice, with specificity to guide curriculum development at each level. Methods A panel of 12 QI leaders and educators with backgrounds in internal medicine from 10 academic institutions participated in consensus development using a modified Delphi technique. Three rounds of anonymous surveys were conducted, followed by a teleconference and then a fourth survey round, until consensus regarding the relevance of candidate items was reached. Items considered relevant were recommended for teaching at 1 of the 3 stages. Results The panel identified 30 QI/PS items for learners. Of the 30 (80%), 24 were unanimously agreed on as relevant, while 6 of 30 (20%) had the agreement of 11 of the 12 experts and the assent of the remaining expert. Thirteen items were identified as appropriate for undergraduate medical education, 14 for graduate medical education, and 3 for the continuing professional development level. Conclusions There was a high degree of agreement among 12 internists from geographically diverse institutions on the relevance of 30 QI/PS items identified for trainees in competency-based educational settings.

Graduate Medical Education in Otolaryngology: Making Dollars and Sense of Reform

2021 ◽  
pp. 019459982110042
Author(s):  
Jenny X. Chen ◽  
Shivani A. Shah ◽  
Vinay K. Rathi ◽  
Mark A. Varvares ◽  
Stacey T. Gray
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Resident Training ◽  
Short Term ◽  
Graduate Medical ◽  
Departmental Leadership ◽  
Key Stakeholders ◽  
The Face ◽  
Funding Cuts

Graduate medical education (GME) is funded by the Centers for Medicare and Medicaid Services through both direct and indirect payments. In recent years, stakeholders have raised concerns about the growth of spending on GME and distribution of payment among hospitals. Key stakeholders have proposed reforms to reduce GME funding such as adjustments to statutory payment formulas and absolute caps on annual payments per resident. Otolaryngology departmental leadership should understand the potential effects of proposed reforms, which could have significant implications for the short-term financial performance and the long-term specialty workforce. Although some hospitals and departments may elect to reduce resident salaries or eliminate positions in the face of GME funding cuts, this approach overlooks the substantial Medicare revenue contributed by resident care and high cost of alternative labor sources. Commitment to resident training is necessary to align both the margin and mission of otolaryngology departments and their sponsoring hospitals.

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