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The ACGME introduced milestones in internal medicine, pediatrics, and surgery for assessing progress of residents toward the six identified competencies. [7] Milestones can be evaluated by numerous methods ranging from direct observation of clinical encounters to medical simulation .
This led to institutions framing their curricula around competency frameworks, such as the Accreditation Council for Graduate Medical Education (ACGME) in the USA, which defined core competencies for all medical specialties. [1] However, while CBME provided a structured approach, educators and policymakers noticed some limitations.
The American Board of Medical Specialties (ABMS) is a non-profit organization established in 1933 which represents 24 broad areas of specialty medicine.ABMS is the largest and most widely recognized physician-led specialty certification organization in the United States. [1]
Certification candidates must have satisfactorily completed three years of training in a Family Medicine residency program accredited by the Accreditation Council for Graduate Medical Education (ACGME) subsequent to receipt of the M.D. or D.O. degree from an accredited institution. Additional policies apply to candidates who have completed ...
The core body of knowledge that defines an area of medical specialization is referred to as the core competencies for that specialty. Core competencies are developed through detailed review of the medical literature combined with review by recognized experts from established medical specialties, experts within the new area of specialization and experts from outside the medical profession.
The Accreditation Council for Graduate Medical Education has established Common Program Requirements and a shared competency framework [31] for all accredited residencies, although each specialty defines its own learning objectives and required experiences. Programs range from 3 years after medical school for internal medicine and pediatrics ...
The Liaison Committee on Medical Education (LCME), an accrediting body for US and Canadian professional education services, was established at a 1942 conference of members of the Association of American Medical Colleges (AAMC) and the American Medical Association. [6]
The goal of the curriculum is for students to fulfill competencies aligned with the ACGME competencies, including patient-care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice.