Transcript Pain Medicine: What is Really Hurting?

The RRC Expectations for
Competencies: ACGME Mandate
David L. Brown, M.D.
Chair, Anesthesiology RRC
The RRC Expectations for Competencies:
ACGME Mandate
Goal of this presentation is to cover
ACGME mandate for competency
based educational continuum
And provide a background on the ACGME and RRC
What is the Accreditation Council for Graduate Medical
Education?
The ACGME is a private, non-profit organization that
accredits more than 7,800 residency programs in 119
specialties and subspecialties affecting nearly 100,000
residents. Its mission is to improve the quality of patient
care through improving and maintaining the quality of
graduate medical education for physicians in training in the
United States.
Why was the ACGME established?
The ACGME was established in 1981 out of a consensus
need in the medical community for an independent
accrediting organization for graduate medical education
programs. Its forerunner was the Liaison Committee for
Graduate Medical Education.
How is the ACGME governed?
The members of the ACGME Board of Directors are
appointed in equal number by the American Assn. of
Medical Colleges, American Board of Medical Specialties,
American Hospital Assn., American Medical Assn. and
Council of Medical Specialty Societies. The Board also
includes two resident members, three public members and
a federal representative appointed by the Dept. of Health
and Human Services.
The ACGME governance structure also includes an RRC
Council, consisting of the chairs of the 27 residency review
committees, and an RRC Resident Council, comprising
resident members of the RRCs.
Is accreditation voluntary or mandatory?
Accreditation is voluntary. However, programs must be
ACGME-accredited in order to receive graduate medical
education funds from the federal Center for Medicare and
Medicaid Services. Residents must graduate from
ACGME-accredited programs to be eligible to take their
board certification examinations. In addition, many states
require completion of an ACGME-accredited residency
program for physician licensure.
ACGME Competencies: Timeline
7/2001-6/2002: Phase One-begin integrating competencies into
resident didactics and clinical educational experience (no accreditation
consequences)
7/2003- 6/2006: Phase Two-provide competencies in all six areas for
use in resident training and evaluation, RRC transitions into
consequential citations
7/2006-6/2011: Phase Three-Use resident performance data to guide
change, and begin to use external performance data for comparison
7/2011+:
excellence
Phase Four-Use competencies for model of
New Program Directors – By Specialty – July 2003-June 2004
Specialty
Anesthesiology
CCM
Pain
Peds
Internal Medicine
Pediatrics
PMR
Radiology
Surgery – General
Transitional Year
# prog
132
50
98
44
388
202
79
193
253
131
# new
28
8
24
7
62
25
10
38
36
15
% new
21.2%
16
24.5%
16%
16%
12.4%
12.7%
19.7%
14.2%
11.5%
V. Program Curriculum
D. ACGME Competencies
The residency program must require its residents to obtain
competence in the six areas listed below to the level
expected of a new practitioner. Programs must define the
specific knowledge, skills, behaviors, and attitudes
required, and provide educational experiences as needed
in order for their residents to demonstrate the following:
V.D. ACGME Competencies (continued)
1. Patient care that is compassionate, appropriate, and
effective for the treatment of health programs and the
promotion of health;
2. Medical Knowledge about established and evolving
biomedical, clinical, and cognate sciences, as well as the
application of this knowledge to patience care;
3. Practice-based learning and improvement that involves
the investigation and evaluation of care for their patients, the
appraisal and assimilation of scientific evidence, and
improvements in patient care;
V.D. ACGME Competencies (continued)
4. Interpersonal and communication skills that result in
the effective exchange of information and collaboration with
patients, their families, and other health professionals;
5. Professionalism, as manifested through a commitment to
carrying out professional responsibilities, adherence to
ethical principles, and sensitivity to patients of diverse
backgrounds;
6. Systems-based practice, as manifested by actions that
demonstrate an awareness of and responsiveness to the
larger context and system of health care, as well as the
ability to call effectively on other
Stephen J. Kimatian, M.D.
Chair 2004 Spring Meeting
•
The SEA Task Force on ACGME competencies currently
consists of 22 members representing 18 academic
anesthesiology departments across the United States.
•
The President of the SEA charged the task force to take a
systematic approach to the application of ACGME
competencies to the training and education of
anesthesiology residents.
www.seahq.org
ACGME/RRC Competencies and Collaboration with
Society for Education in Anesthesiology (SEA)
1. RRC looks to SEA as resource for our specialty as we
develop tools for meeting competency mandate
2. A member of SEA will be invited to each RRC meeting to
further the cooperation on competency development
3. The RRC and other leaders of our specialty will seek to
encourage funding of validation of competencies within
our field
4. Communication about competency education will be be
sought in a wide variety of our specialty’s newsletters and
publications
www.seahq.org