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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.
By 2009, it was recognized that ACGME measurements could not reliably be evaluated independently of each other and instead should be used together and with other measurements. [6] The ACGME introduced milestones in internal medicine, pediatrics, and surgery for assessing progress of residents toward the six identified competencies. [7]
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 core concept underlying the synergy model is nurse-patient interaction as reciprocal and constantly evolving while each party responds to the characteristics and actions of the other. Synergy, or ideal patient outcomes, can be reached by matching patient needs and characteristics with appropriate nurse competencies to work towards common ...
These competencies, which are the same ones used in the ACGME's Next Accreditation System, are measured in the ABMS Program for MOC within a four-part framework: [4] Part I: Professionalism and Professional Standing; Part II: Lifelong Learning and Self-Assessment; Part III: Assessment of Knowledge, Judgment, and Skills
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The MOC program structure tries to address these concerns with a sound theoretical rationale via the six ACGME competencies framework and a respectable body of scientific evidence, and to address its relationship to patient outcomes, physician performance, validity of the assessment or educational methods utilized and learning or improvement ...
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