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ACGME OUTCOME PROJECT: THE PROGRAM COORDINATOR’S ROLE Jim Kerwin, MD University of Arizona Objectives Review the ACGME Outcome Project Concept Identify the Outcome Project Timeline Acknowledge the Significance for Recertification Identify the Program Coordinator’s Role Accountability Shift from process centered focus to product /outcome focus Are we producing competent physicians? Competencies: Six and Improvement: The Responds HOW YOUThe GET BETTER Competencies: Six Domain Sample Behaviors Within Each Domain Educational Outcomes Service Group Educational Outcomes Service Group Sample Behaviors Within Each Domain Writes legi Interpersonal and Sample Behaviors Within Each Domain Considers Communication Skills: patients Gathers essential and accurate information about Documents Gathers essential and accurate information about pa Prioritizes the purpose(s) ofHOW the visit YOU INTERACT Prioritizes the purpose(s) of the visit Uses effec Interpersonal and OTHERS Makes accurate diagnoses WITH Gathers essential and accuratediagnoses information about patients Makes accurate Possesses Prescribesthe appropriate therapeutic interventions Communication Skills: Prioritizes purpose(s) of the visit Patient Care: appropriate therapeutic interventions Creates an Counsels andPrescribes educates patient and families Patient Care: HOW YOU INTERACT Makes accurate diagnoses Interpersonal and Counsels and educates patient and families WHAT YOU DO and colleag Incorporates prevention into care plan WHAT YOU DO Prescribes appropriate therapeutic interventions WITH OTHERS Incorporates prevention into care plan Creates an Patient Care: Communication Skills: Conductsand an appropriate history and physical exam Counsels educates patient and families Conducts an appropriate history and physical examan families, WHAT YOU DO HOW YOU INTERACT Performs procedures well Incorporates prevention into care plan Performs procedures well Works effe Orders appropriate diagnostic tests WITH OTHERS Conducts an appropriate history and physical exam Orders appropriate diagnostic tests Presents a Performs procedures well Orders appropriate diagnostic tests Applies knowledge to patient care Professionalism: knowledge to patient care Responds DemonstratesApplies investigatory and analytic thinking HOW YOU ACT Demonstrates investigatory and analytic thinking Reliably co Knows knowledge and appliestobasic sciences Applies patient care basic sciences Medical Knowledge: Knows and applies Sees patie Medical Knowledge: Demonstrates Understands a) anatomy b)a) physiology c) biochemistry investigatory and analyticb) thinking Professionalism: Understands anatomy physiology c) Demonstra biochemis WHAT YOU KNOW d) microbiology e) pathology f) pharmacology g) neuroscience WHAT YOU KNOW Knows and applies basic sciences d) microbiology pathology f) pharmacology g) n HOW YOU e) ACT Medical Knowledge: Demonstra Understandsa)psychology/behavioral medicine Understands anatomy b) psychology/behavioral physiology c) biochemistry Understands medicine gender, dis WHAT YOU KNOW Professionalism: Understands function of surgical instruments d) microbiology e) pathology f) pharmacology g) neuroscience Understands function of surgical instruments Serves effe HOWmedicine YOU ACT Understands psychology/behavioral Understands function of surgical instruments Reads Reads Uses information totechnology support own Knows how Usestechnology information to education support own educatio Practice Based Learning Locates, evaluates andevaluates utilizes evidence-based resources Systems-Based Practice: Practice Based Learning Reads Knowsreso how Locates, and utilizes evidence-based Teaches students and other health care professionals (facilitates and Improvement: Uses information technology to support own education HOW Understand Teaches students andYOU otherWORK health care professiona and Improvement: Practice Based Learning learning)evaluates Locates, and utilizes evidence-based resources HOW YOU GET BETTER Bills appro learning) WITHIN THE SYSTEM HOW YOU GET BETTER Engages in continuing medical education Teaches students and other health care professionals (facilitates and Improvement: Systems-Based Practice: Engages in continuing medical education Understand Responds to feedback learning) Responds feedback HOW YOU GET BETTER Able to use HOW to YOU WORK Engages in continuing medical education Understand WITHIN THE SYSTEM Practice: Systems-Based Responds to feedback Practices c HOWby YOU WORK Handout prepared Ensures ac Writes legiblyWrites Lynne legibly Tomasa, PhD WITHIN THE SYSTEM Effectively Considers literacy level520-626-7823 of others A more extens Considers literacy level of others Competencies: The SIX Domains PATIENT CARE Performs critical evaluation of data including risk awareness Develops appropriate patient management plans Implements appropriate patient management plans PATIENT CARE Demonstrates timely completion of clinical tasks Counsels and educates patients and families Attends to disease prevention and health care maintenance Demonstrates competency in relevant procedural skills Manages time efficiently MEDICAL KNOWLEDGE Demonstrates an investigative and analytic thinking approach to clinical situations Demonstrates appropriate fund of medical knowledge Applies basic, clinical, epidemiological and social-behavioral sciences to patient care INTERPERSONAL AND COMMUNICATION SKILLS Demonstrates active listening skills Able to elicit appropriate information Communicates effectively INTERPERSONAL AND COMMUNICATION SKILLS Documentation and Records The documentation in medical records is: Accurate Complete Legible Completes medical records in a timely manner INTERPERSONAL AND COMMUNICATION SKILLS Colleagues and Supervisors, Consultants, Support Staff Presentations are concise Presentations are relevant Works effectively as a leader INTERPERSONAL AND COMMUNICATION SKILLS Patients and Families Educates patient and family Communicates at patient’s education level Demonstrates respect, sensitivity and responsiveness to full spectrum of patient’s diversity INTERPERSONAL AND COMMUNICATION SKILLS Patients and Families Provides patient with clear instructions Provides clear plan for patient follow-up Maintains familial involvement PROFESSIONALISM Demonstrates respect Shows integrity: unity between principles and actions Maintains confidentiality Demonstrates ethical behaviors Maintains appropriate appearance with respect for surroundings and others Demonstrates emotional stability/maturity PROFESSIONALISM Demonstrates appropriate personal health behaviors Reliably completes assigned duties Uses feedback to improve performance Reports to clinical activities on time Answers pages in a timely fashion Prioritizes and balances required curricular activities, optional extra curricular activities and personal life SYSTEMS-BASED PRACTICE Practices cost effective health care Practices quality health care Demonstrates: Appropriate use of diagnostic tests Appropriate use of referrals/consults Appropriate use of alternative treatments Provides complete documentation for billing SYSTEMS BASED PRACTICE Acts as a patient advocate Collaborates with health care providers/managers (social services, home health, mental health) Coordinates discharge planning Coordinates follow-up PRACTICE BASED LEARNING AND IMPROVEMENT Applies evidence-based medicine to patient care Uses information technology to improve fund of knowledge Teaches student and other health professionals Strategy to Implement Competency Based Education ACGME Outcomes Project PHASE 1 Initial Response (2001 - 2002) Review Curriculum PHASE 2 Define Competencies and Tools (2002 - 2006) PHASE 3 Integration (2006 - 2011) PHASE 4 Expansion (2011& beyond) Obtain Faculty Buy-In Identify Specific Knowledge, Skills, and Attitudes Define Specialty Specific Competencies Develop Tools to Assess Competency Identify Process to Implement Tools RRC Review “Minimal threshold” model: Program review identifies whether or not a program has the potential to educate residents Program Director must offer documentation that the residents achieve the learning objectives set by the Program. Improvement of Residency The Program should have a process to evaluate residents and itself The Program must offer documentation of continuous improvement in the residency educational process Program Coordinator Role Key role in Planning -new or revised program goals -workshops, meetings, conferences Program Coordinator Role Key role in Evaluation “Whatever we measure we tend to improve.” Program Coordinator Role Key role in Documentation Technology Advances Program Coordinator Role Key role in Communication facilitating team integration liaison with students, faculty, staff, and everybody else recruits Program Coordinator Role Key role in Recertification