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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.
Children's Mercy is an Accreditation Council of Graduate Medical Education Institutional Sponsor and focuses on the development of programs based on the ACGME core competencies and the acquisition of clinical skills.
That year, the Accreditation Council for Graduate Medical Education also included systems-based practice as one of its six core competency domains. [11] In 2001, the Health Resources and Services Administration funded an 18-medical-school consortium to launch several pilots related to systems-based education. [12]
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 initial curriculum outline was presented in 2008 via the SCORE web portal and focused on the competencies of patient care and medical knowledge, however, the site expanded to the six physician competencies. [3] In 2010, the portal became a subscription-only product. By 2012, >95% of general surgery training programs subscribed to SCORE.
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.