Archives of pathology & laboratory medicine
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Arch. Pathol. Lab. Med. · Jun 2014
Development and initial validation of a project-based rubric to assess the systems-based practice competency of residents in the clinical chemistry rotation of a pathology residency.
Systems-based practice (SBP) is 1 of 6 core competencies required in all resident training programs accredited by the Accreditation Council for Graduate Medical Education. Reliable methods of assessing resident competency in SBP have not been described in the medical literature. ⋯ We report development and statistical analysis of a novel SBP project evaluation rubric. The results indicate the rubric can be used to reliably assess pathology residents' critical thinking skills in SBP.
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Arch. Pathol. Lab. Med. · Apr 2014
The American Board of Pathology's Maintenance of Certification program update.
The American Board of Pathology (ABP) began issuing time-limited certificates in 2006. New diplomates of the ABP are required to participate in the ABP's Maintenance of Certification (MOC) program to maintain certification. Voluntary participation in the MOC program is also available to diplomates with non-time-limited certificates. ⋯ The ABP's MOC program has active participation by almost 5000 diplomates of the ABP. The ABP, in conjunction with the American Board of Medical Specialties, continually strives to enhance the relevance and value of MOC to our diplomates and to the public.
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Arch. Pathol. Lab. Med. · Mar 2014
National standards in pathology education: developing competencies for integrated medical school curricula.
Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. ⋯ Development of a coherent set of learning objectives will assist medical students nationally to gain the basic competencies in pathology necessary for clinical practice. Having national standards for competencies preserves schools' independence in specific curriculum design while assuring all students meet the evolving needs of medical practice.
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In the late 1990s, the Accreditation Council for Graduate Medical Education developed the Outcomes Project and the 6 general competencies with the intent to improve the outcome of graduate medical education in the United States. The competencies were used as the basis for developing learning goals and objectives and tools to evaluate residents' performance. By the mid-2000s the stakeholders in resident education and the general public felt that the Outcomes Project had fallen short of expectations. ⋯ The milestones provide a national standard for evaluation that will be used for the assessment of all residents in Accreditation Council for Graduate Medical Education-accredited pathology training programs.