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Related Experiment Videos

Developing resources to teach and assess the core competencies: a collaborative approach.

Virginia A Reed1, G Christian Jernstedt, Mark Ballow

  • 1Center for Educational Outcomes, HB 6239 Dartmouth College, Hanover, NH 03755, USA. Virginia.Reed@Dartmouth.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|October 27, 2004
PubMed
Summary

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Medical residency programs can meet Accreditation Council on Graduate Medical Education core competency requirements by collaborating. A joint project between the American Academy of Allergy, Asthma, and Immunology (AAAAI) and Dartmouth

Area of Science:

  • Medical Education
  • Allergy and Immunology Training

Background:

  • Graduate medical education programs must demonstrate resident competency in six core areas.
  • Accreditation Council on Graduate Medical Education mandates require new teaching and assessment strategies.

Purpose of the Study:

  • To develop a collaborative model for creating educational resources for allergy/immunology residency programs.
  • To provide effective tools for teaching and assessing the six core competencies.

Main Methods:

  • A collaborative project between the American Academy of Allergy, Asthma, and Immunology (AAAAI) and the Center for Educational Outcomes (CEdO).
  • Development of interactive, web-based learning and assessment modules through an iterative process.
  • Emphasis on bilateral communication, buy-in, and active involvement from stakeholders.

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Main Results:

  • 80% of surveyed allergy/immunology training program directors were aware of and had accessed the developed modules within 18 months.
  • The collaborative approach successfully integrated content expertise from AAAAI and learning expertise from CEdO.

Conclusions:

  • Collaborative development of educational resources can alleviate the burden on residency programs to meet accreditation requirements.
  • The model for joint creation is applicable across medical specialties, fostering shared expertise.