scholarly journals Curriculum Development: Foundations and Modern Advances in Graduate Medical Education

2019 ◽  
Author(s):  
Simiao Li-Sauerwine ◽  
Andrew King
Keyword(s):  
Medical Education ◽  
Curriculum Development ◽  
Graduate Medical Education ◽  
Graduate Medical

scholarly journals Addressing the Mandate for Hand-off Education

2014 ◽  
Vol 120 (1) ◽  
pp. 218-229 ◽  
Author(s):  
Meghan B. Lane-Fall ◽  
Amber K. Brooks ◽  
Sara A. Wilkins ◽  
Joshua J. Davis ◽  
Lee Ann Riesenberg
Keyword(s):  
Medical Education ◽  
Curriculum Development ◽  
Graduate Medical Education ◽  
Communication Skill ◽  
Skill Development ◽  
Anesthesia Resident ◽  
Residency Programs ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Hand Off

Abstract The Accreditation Council for Graduate Medical Education requires that residency programs teach residents about handoffs and ensure their competence in this communication skill. Development of hand-off curricula for anesthesia residency programs is hindered by the paucity of evidence regarding how to conduct, teach, and evaluate handoffs in the various settings where anesthesia practitioners work. This narrative review draws from literature in anesthesia and other disciplines to provide recommendations for anesthesia resident hand-off curriculum development and evaluation.

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.

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