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Definitions and competencies for practice-based learning and improvement.

Stephen R Hayden1, Susan Dufel, Richard Shih

  • 1Department of Emergency Medicine, University of California San Diego Medical Center, San Diego, CA 92103-8819, USA. shayden@ucsd.edu

Academic Emergency Medicine : Official Journal of the Society for Academic Emergency Medicine
|November 5, 2002
PubMed
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The Accreditation Council for Graduate Medical Education (ACGME) emphasizes educational outcomes for residency programs. This initiative guides emergency medicine (EM) programs in evaluating Practice-based Learning and Improvement (PBL) competencies using diverse methods like portfolios and simulations.

Area of Science:

  • Medical Education
  • Graduate Medical Education
  • Emergency Medicine

Background:

  • The Accreditation Council for Graduate Medical Education (ACGME) launched the Outcome Project to enhance graduate medical education quality.
  • This project shifts focus towards evaluating educational outcomes in residency programs.

Purpose of the Study:

  • To assist emergency medicine (EM) program directors in meeting ACGME Outcome Project requirements.
  • To define and operationalize the Practice-based Learning and Improvement (PBL) competency for EM residents.

Main Methods:

  • A consensus conference convened by the Council of Residency Directors in Emergency Medicine (CORD-EM) in March 2002.
  • Defined five core components of Practice-based Learning and Improvement (PBL).
  • Recommended various evaluation methods including resident portfolios, checklist evaluations, 360-degree feedback, chart-stimulated recall, record review, and simulations.

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Main Results:

  • The working group delineated five key components of PBL: practice analysis and improvement, evidence appraisal, critical literature appraisal, information technology utilization, and facilitating learning.
  • Established resident portfolios as a preferred method for documenting PBL competence.
  • Suggested specific evaluation tools for different aspects of PBL and resident performance.

Conclusions:

  • The ACGME Outcome Project necessitates a structured approach to evaluating resident competence in Practice-based Learning and Improvement.
  • A combination of evaluation methods, with an emphasis on portfolios, is recommended for comprehensive assessment of PBL in EM residency.
  • The defined components and evaluation strategies provide a framework for EM programs to comply with new ACGME requirements.