• Lauren B Meade, Samuel H Borden, Patricia McArdle, Michael J Rosenblum, Michael S Picchioni, and Kevin T Hinchey.
• Baystate Medical Center, Tufts University, Springfield, MA, USA. lauren.meade@bhs.org
• Med Teach. 2012 Jan 1; 34 (9): 717-23.

BackgroundIn the USA, the Accreditation Council of Graduate Medical Education, Educational Innovations Project is a partner in reshaping residency training to meet increasingly complex systems of health care delivery.AimWe describe the creation and implementation of milestones as a vehicle for translating educational theory into practice in preparing residents to provide safe, autonomous patient care.MethodSix program faculty leaders, all with advanced medical education training, met in an iterative process of developing, implementing, and modifying milestones until a final set were vetted.ResultsWe first formed the profile of a Master Internist. We then translated it into milestone language and implemented its integration across the program. Thirty-seven milestones were applied in all settings and rotations to reach explicit educational outcomes. We created three types of milestones: Progressive, build one on top of the other to mastery; additive, adding multiple behaviors together to culminate in mastery; and descriptive, using a proscribe set of complex, predetermined steps toward mastery.ConclusionsUsing milestones, our program has enhanced an educational model into explicit, end of training goals. Milestone implementation has yielded positive results toward competency-based training and others may adapt our strategies in a similar effort.

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