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  • 1/29/2015

    1

    Milestones & Evaluation Tools

    Professional Development Workshop

    Brandy Church, MA, Pam Royston, PhD, and Heidi Kromrei, PhD

    https://www.acgme.org/acgmeweb/Portals/0/PDFs/NAS/KeyDatesPhase1specialties.pdf

  • 1/29/2015

    2

    https://www.acgme.org/acgmeweb/Portals/0/PDFs/Milestones/InternalMedicineMilestones.pdf

    http://www.acgme.org/acgmeweb/Portals/0/PDFs/Milestones/MilestonesFAQ.pdf

  • 1/29/2015

    3

    https://www.acgme.org/acgmeweb/Portals/0/PDFs/Nasca-Community/FAQs.pdf

    https://www.acgme.org/acgmeweb/Portals/0/PFAssets/2013-PR-FAQ-PIF/140_internal_medicine_07012013.pdf

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    4

    July

    Agenda

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    5

    Creating a Common Language

    Competency-Based Education:Introduction to the Milestones

    Brandy Church, MA

    Session Objectives

    Traditional Model

    Frenk J, et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 376(9756): 1923-1958.

  • 1/29/2015

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    Elements of Model

    Traditional

    DrivingForce forCurriculum Content

    DrivingForce forProcess Teacher

    Responsibility forcontent Teacher

    Goal ofEducationalEncounter Knowledgeacquisition

    Timing ofAssessment Emphasisonsummative

    ProgramCompletion FixedTime

    Carraccio, C, Wolfsthal, SD, Englander, R, Ferentz, K & Martin, C. (2002). Shifting paradigms: from Flexner to competencies. Academic Medicine, 77(5): 361-367.

    Is the system-in-placemeeting our current

    needs?

    Institute of Medicine (IOM). 2001. Crossing the quality chasm.. Washington, D.C: National Academy Press.

    Institute of Medicine (IOM). 2014. Graduate medical education that meets the nations health needs. Washington, DC: The National Academies Press.

  • 1/29/2015

    7

    Carraccio, C, Wolfsthal, SD, Englander, R, Ferentz, K & Martin, C. (2002). Shifting paradigms: from Flexner to competencies. Academic Medicine, 77(5): 361-367.

    Medical education is at a crossroads: those who teach medical students and residents much choose whether to continue in the direction established over a hundred years ago or take a fundamentally different course, guided by contemporary innovation and new understandings about how people learn.

    Cooke, M, Irby, DM, OBrien, BC. (2010). Calls for reform of medical education by Carnegie Foundation for the Advancement of Teaching: 1910 and 2010. Academic Medicine, 85(2): 2201-227.

    John R. Potts, III, MD

    HCPro. (December 2014). Transitioning to a single accreditation system for GME. Residency Program Alert, 2(12): pg. 5.

    Learn a new culture

    and a new language

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    8

    What does competency-based education mean to you?

    What did you discuss?

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    9

    Competency Based

    Frank JR, Snell LS, ten Cate O. et al. Competency-based medical education: theory to practice. Med Teach, 2010; 32: 638-645.

    Competency Based

    Frank JR, Snell LS, ten Cate O. et al. Competency-based medical education: theory to practice. Med Teach, 2010; 32: 638-645.

    Traditional CompetencyBased

    DrivingForceforCurriculum

    Content Outcomes

    DrivingForce forProcess Teacher Learner

    ResponsibilityforContent

    Teacher Learner &Teacher

    GoalofEducationalEncounter

    Knowledgeacquisition Knowledgeapplication

    Timing ofAssessment Emphasis onsummative Emphasisonformative

    ProgramCompletion FixedTime VariableTime

    Carraccio, C, Wolfsthal, SD, Englander, R, Ferentz, K & Martin, C. (2002). Shifting paradigms: from Flexner to competencies. Academic Medicine, 77(5): 361-367.

    Elements of Models

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    10

    Vocabulary

    The International CBME Collaborators, 2009

    Competency Defined

    Frank JR, Snell LS, ten Cate O. et al. Competency-based medical education: theory to practice. Med Teach, 2010; 32: 638-645.

    Competent Defined

    Simulation

  • 1/29/2015

    11

    Ten Cate, O. S. (2010). Medical competency: the interplay between individual ability and the health care environment. Medical Teacher, 669-675.

    Competence Defined

    OptimalMedicalResults

    PotentialOutcomes

    SituationFactors

    Putting It All Together

    Competency

    Competent

    Competence

    Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

  • 1/29/2015

    12

    Dreyfus Model

    Novice

    Advanced Beginner

    Competent

    Proficient

    Expert

    Dreyfus, SE, Dreyfus, HL. (1980). A five-stage model of the mental activities involved in directed skill acquisition. Washington, DC: Storming Media.

    Major changesCurriculum

    What do we need?

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    13

    Birth of the Milestone Project

    What Are Milestones?

    http://www.acgme.org/acgmeweb/tabid/430/ProgramandInstitutionalAccreditation/NextAccreditationSystem/Milestones.aspx

    Milestone Levels

    Level Level Level Level

    Milestonesareprogressive thereisnoprescribedspeed.

    LevelsdonotcorrespondtoPGYoryearinprogram.

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    14

    Next Steps

    Evaluation

    Complete an evaluation of my presentation at

    https://scs.msu.edu/eval/

    Thank you very much for your feedback!

    Specialty Workgroups

    Familiarizing Yourself with Your Specialtys Milestones

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    15

    ReferencesAccreditation Council for Graduate Medical Education (2014). http://www.acgme/.org

    Carraccio, C, Wolfsthal, SD, Englander, R, Ferentz, K & Martin, C. (2002). Shifting paradigms: from Flexner to competencies. Academic Medicine, 77(5): 361-367.

    Cooke, M, Irby, DM, OBrien, BC. (2010). Calls for reform of medical education by Carnegie Foundation for the Advancement of Teaching: 1910 and 2010. Academic Medicine, 85(2): 2201-227.

    Dreyfus, SE, Dreyfus, HL. (1980). A five-stage model of the mental activities involved in directed skill acquisition. Washington, DC: Storming Media.

    Frank JR, Snell LS, Ten Cate O. et al. Competency-based medical education: theory to practice. Med Teach, 2010; 32: 638-645.

    Frenk J, et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 376(9756): 1923-1958.HCPro. (December 2014). Transitioning to a single accreditation system for GME. Residency Program Alert, 2(12): pg. 5.

    Institute of Medicine (IOM). 2001. Crossing the Quality Chasm. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, D.C: National Academy Press.

    Institute of Medicine (IOM). 2014. Graduate medical education that meets the nations health needs. Washington, DC: The National Academies Press.

    Ten Cate, O. S. (2010). Medical competency: the interplay between individual ability and the health care environment. Medical Teacher, 669-675.

    Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

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