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assist residency program directors and house staff in the teaching, learning and assessment of the core competencies focused on Practice-Based Learning and Systems Based Practice; inform hospital and policy leaders about the contributions that can be made by faculty and house staff in expediting patient safety; and
In the United States, for instance, the Association of American Medical Colleges (AAMC) explored the implementation of EPAs for undergraduate medical education. By 2014, the AAMC had defined a set of 13 core EPAs that all medical school graduates should be able to perform on day one of residency without direct supervision. [3]
The Association of American Medical Colleges (AAMC) has recommended thirteen Entrustable Professional Activities (EPAs) that medical students should be expected to accomplish prior to beginning a residency program. [11] [12] [13] EPAs are based on the integrated core competencies developed over the course of medical school training. Each EPA ...
While these elements are consistent across all Member Boards, what may vary, according to the specialty, are the specific activities the Member Boards use to measure these competencies. Despite some variation in the activities, they are all built upon evidence-based guidelines, national clinical and quality standards, and specialty best practices.
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. [7] [8]
The Association of American Medical Colleges (AAMC) is a 501(c)(3) nonprofit organization based in Washington, D.C. that was established in 1876. It represents medical schools, teaching hospitals, and academic and scientific societies, while providing services to its member institutions that include data from medical, education, and health studies, as well as consulting.
The MOC program structure strives 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 ...
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 ...