• Henry E Fessler, Doreen Addrizzo-Harris, James M Beck, John D Buckley, Stephen M Pastores, Craig A Piquette, James A Rowley, and Antoinette Spevetz.
• 1Johns Hopkins University School of Medicine, Baltimore, MD; Working Group Chair. 2New York University School of Medicine, New York, NY. 3University of Colorado School of Medicine, Aurora, CO; Veterans Affairs Eastern Colorado Health Care System, Denver, CO. 4Indiana University School of Medicine, Indianapolis, IN. 5Memorial Sloan-Kettering Cancer Center, Weill Cornell Medical College, New York, NY. 6University of Nebraska Medical Center, Omaha, NE. 7Wayne State University School of Medicine, Detroit, MI. 8Cooper Medical School of Rowan University, Camden, NJ. 9For the American College of Chest Physicians. 10For the American Thoracic Society. 11For the Society of Critical Care Medicine. 12For the Association of Pulmonary and Critical Care Medicine Program Directors.
• Crit. Care Med.. 2014 Oct 1;42(10):2290-1.

AbstractAssessment of graduate medical trainee progress via the accomplishment of competency milestones is an important element of the Next Accreditation System of the Accreditation Council for Graduate Medical Education. This article summarizes the findings of a multisociety working group that was tasked with creating the entrustable professional activities and curricular milestones for fellowship training in pulmonary medicine, critical care medicine, and combined programs. Using the Delphi process, experienced medical educators from the American College of Chest Physicians, American Thoracic Society, Society of Critical Care Medicine, and Association of Pulmonary and Critical Care Medicine Program Directors reached consensus on the detailed curricular content and expected skill set of graduates of these programs. These are now available to trainees and program directors for the purposes of curriculum design, review, and trainee assessment.

23 keywords...

hide…