acgme goes global - appd acgme goes global leader: jacquelyn kuzminski md, medical college of...

Download ACGME goes Global - APPD ACGME goes Global Leader: Jacquelyn Kuzminski MD, Medical College of Wisconsin

Post on 14-Mar-2020

0 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • ACGME goes Global Leader:

    Jacquelyn Kuzminski MD, Medical College of Wisconsin Co-Leaders:

    Maeesh Batra MD MPH, Seattle Children’s Hospital Sabrina Butteris MD, University of Wisconsin Hospital and Clinics

    Ty Dickerson MD, University of Utah Healthcare Lynn C. Garfunkel MD, University of Rochester and Rochester General Hospital

    Cindy Howard MD MPH, University of Minnesota Christiana Russ MD DTMH, Boston Children's Hospital, Harvard University

    Nicole St Clair MD, Medical College of Wisconsin Charles Schubert MD, Cincinnati Children’s Hospital

    Parminder Suchdev MD MPH, Emory University

  • Introduction to the Current State of Global Health

  • • Graduating medical students in the US & Canada who participated in a global health experience:

    • 58% of pediatric residents report that GH training was important for selection of training program – 30% have plans for positions abroad after residency

    Trainee Interest

    6% 43%

    1985 2009

    Source: AAMC

    Garfunkel Acad Peds 2011

  • As Global Health Programs Increase to Meet Resident Demand,

    Common Challenges Emerge

  • Challenges for Residency Programs

    • Developing a Competency based Global Health Curriculum • Identifying Mentorship • Institutional Support • Developing and Maintaining Sustainable Global Partnerships • Overseeing global training opportunities

    – Resident safety and well-being

    – Ethical and responsible engagement of colleagues around the world

    – Adequate supervision to ensure patient safety on global health electives

    – Avoid legal issues and additional risks for the resident’s institution

    – Cost, funding and time

  • The next challenges: INDIVIDUALIZED Curriculum

    All in the same “residency box” but now new

    “flavors” of learning

  • Doing this Responsibly & Ethically

  • Small Group Discussion

    Discussion Question: What careers have previous globally interested trainees from your institution have gone into

    after graduation?

  • Career Options: Move to another country

    to work for a prolonged placement

     Intermittent short-term work

    Academic work with GH emphasis

    Global research career (clinical, bench, public health, etc)

    Public health career path Work for NGO/consulting

    Subspecialty fellowship (non-GH ie endocrine, pulmonary, etc)

    Relief work (locally or internationally)

    Public Policy  Immigrant or Refugee care

    within the US  Indian Health Services Global Health Fellowship

  • ACGME 2013 Pediatric Residency Educational Unit Requirements:

    • An educational unit should be a block (four weeks or one month) or a longitudinal experience

    • An outpatient educational unit should be a minimum of 32 half-day sessions. (Detail)

    • An inpatient educational unit should be a minimum of 200 hours

  • • A minimum of 6 educational units of an individualized curriculum;

    – The individualized curriculum must be determined by the learning needs and career plans of each resident and must be developed through the guidance of a faculty mentor. (Core)

    • A minimum of 10 educational units of

    inpatient care experiences, including: (Core) – 5 units of inpatient pediatrics – 2 units PICU – 2 units NICU – 1 unit newborn care

    • A minimum of 9 educational units of

    additional subspecialty experiences, including: (Core)

    – 1 unit Adolescent – 1 unit Developmental-behavioral pediatrics – 4 units of key subspecialties

    • child abuse; (Core) • medical genetics; (Core) • pediatric allergy and immunology; (Core) • pediatric cardiology; (Core) • pediatric dermatology; (Core) • pediatric endocrinology; (Core) • pediatric gastroenterology; (Core) • pediatric hematology-oncology; (Core) • pediatric infectious diseases; (Core) • pediatric nephrology; (Core) • pediatric neurology; (Core) • pediatric pulmonology; (Core) • pediatric rheumatology. (Core)

    • 3 additional educational units consisting of single subspecialties or combinations of subspecialties. (Core)

    – child and adolescent psychiatry;(Detail) – hospice and palliative medicine; (Detail) – neurodevelopmental disabilities; (Detail) – pediatric anesthesiology; (Detail) – pediatric dentistry; (Detail) – pediatric ophthalmology; (Detail) – pediatric orthopedic surgery; (Detail) – pediatric otolaryngology; (Detail) – pediatric rehabilitation medicine;(Detail) – pediatric radiology; (Detail) – pediatric surgery; (Detail) – sleep medicine; or, (Detail) – sports medicine. (Detail)

    • A minimum of 5 educational units of ambulatory experiences, including: (Core)

    – 2 units community pediatrics and child advocacy

    – 3 units pediatric emergency medicine and acute illness (2 within the ED)

    – A minimum of 36 half-day sessions per year of a Pediatrics longitudinal outpatient experience. (Core)

    • The sessions must not be scheduled in fewer than 26 weeks per year. (Core)

  • ACGME 2013 Pediatric Residency Educational Unit Requirements:

    Emergency Medicine Inpatient Pediatrics Individualized Curriculum Key Subspecialty

    Emergency Medicine Inpatient Pediatrics Individualized Curriculum Key Subspecialty

    Emergency Medicine Inpatient Pediatrics Individualized Curriculum Key Subspecialty Community Pediatrics/Advocacy Inpatient Pediatrics Individualized Curriculum Key Subspecialty Community Pediatrics/Advocacy Inpatient Pediatrics Individualized Curriculum Additional Subspecialty

    Continuity Clinic PICU Individualized Curriculum Additional subspecialty

    Continuity Clinic PICU Additional subspecialty

    Continuity Clinic NICU Adolescent

    NICU Development

    Newborn

  • What Career Paths Would You Like to Discuss? (vote)

    Move to another country to work for a prolonged placement

     Intermittent short-term work

    Academic work with GH emphasis

    Global research career (clinical, bench, public health, etc)

    Public health career path Work for NGO/consulting

    Subspecialty fellowship (non-GH ie endocrine, pulmonary, etc)

    Relief work (locally or internationally) (Maneesh)

    Public Policy  Immigrant or Refugee care

    within the US Undifferentiated  Indian Health Services Global Health Fellowship

  • Small Group Activity: identify a recorder and reporter for the group

    Discussion questions: What Knowledge/Skill/Attitudes are necessary to

    be successful in the career you have chosen? Using the tool provided, begin to identify what, if

    any, education units required by the ACGME may teach these skills.

  • Large Group Discussion • Identify your Career Path

    • List 5 Knowledge/Skill/Attitudes your group

    felt was necessary for this career path and how each skill may be taught

  • ACGME 2013 Pediatric Residency Educational Unit Requirements:

    Emergency Medicine Inpatient Pediatrics Individualized Curriculum Key Subspecialty

    Emergency Medicine Inpatient Pediatrics Individualized Curriculum Key Subspecialty

    Emergency Medicine Inpatient Pediatrics Individualized Curriculum Key Subspecialty Community Pediatrics/Advocacy Inpatient Pediatrics Individualized Curriculum Key Subspecialty Community Pediatrics/Advocacy Inpatient Pediatrics Individualized Curriculum Additional Subspecialty

    Continuity Clinic PICU Individualized Curriculum Additional subspecialty

    Continuity Clinic PICU Additional subspecialty

    Continuity Clinic NICU Adolescent

    NICU Development

    Newborn

  • Common Themes Knowledge/Skill/Attitude Necessary to Pursue

    This Career Path Current Required Educational

    Unit that May Teach the Needed Skill

    New Educational Unit Necessary?

    (Yes/No)

    If New Unit Required, Describe the Unit

  • Concluding Comments

    • Global Health Can be incorporated into your ALREADY EXISTING curriculum

    • Starting with an idea of the resident’s desired career path can assist advisors in creating and individualized learning plan for residents

  • Thank You for Your Participation

    Creating an Individualized Curriculum does not need to be a Solo Adventure!

  • AAP Global Health Curriculum Toolkit http://www2.aap.org/sections/ich/toolkit.htm

    http://www2.aap.org/sections/ich/toolkit.htm� http://www2.aap.org/sections/ich/toolkit.htm� http://www2.aap.org/sections/ich/toolkit.htm�

  • Resources • ACGME Program Requirements for Graduate Medical Education in Pediatrics. Proposed Effective

    Date: July 1, 2013 • Cabral, S.A. Soares de Moura, A.T. and Berkelhamer, J.E.”Overview of Global Health Issues facing

    Children”. Pediatrics.129;1. 2012. • Campagna, AM. St. Clair, N. Gladding, SP, Wagner, SM and John, CC. “Essential Factors

Recommended

View more >