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Using Learning Outcome Measures to assess Doctoral Nursing Education

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The accreditation system after the "next accreditation system".

Thomas J Nasca¹, Kevin B Weiss, James P Bagian

¹Dr. Nasca is chief executive officer, Accreditation Council for Graduate Medical Education, Chicago, Illinois, and professor of medicine, Jefferson Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania. Dr. Weiss is senior vice president for patient safety and institutional accreditation, Accreditation Council for Graduate Medical Education, Chicago, Illinois, and professor of clinical medicine, Division of General Medicine and Center for Healthcare Studies, Feinberg School of Medicine at Northwestern University, Chicago, Illinois. Dr. Bagian is the director of the Center for Healthcare Engineering and Patient Safety, and professor of anesthesiology and engineering, Medical School and College of Engineering, University of Michigan, Ann Arbor, Michigan. Dr. Brigham is senior vice president for education, Accreditation Council for Graduate Medical Education, Chicago, Illinois, and associate professor of medicine, Jefferson Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania.

Academic Medicine : Journal of the Association of American Medical Colleges

|November 28, 2013

Summary

The Accreditation Council for Graduate Medical Education (ACGME) established physician competency domains in 1999, sparking discussions on resident evaluation. This commentary outlines the ACGME's Next Accreditation System and future assessment innovations.

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Area of Science:

Medical Education
Physician Competency Assessment
Accreditation Systems

Background:

The Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties introduced six domains of physician competency in 1999.
This led to national discussions on evaluating physicians, residents, and fellows within their educational programs.
These foundational elements are crucial for evolving medical training and assessment.

Purpose of the Study:

To describe the ACGME's Next Accreditation System.
To consider innovations in medical education assessment.
To discuss how these innovations may influence future accreditation models beyond the Next Accreditation System.

Main Methods:

Commentary on the ACGME's Next Accreditation System.
Review of current developments in medical education assessment.
Discussion of potential future trends in accreditation.

Main Results:

The Next Accreditation System represents a significant evolution in physician training evaluation.
Emerging assessment tools and methodologies are poised to impact future accreditation frameworks.
Continuous adaptation is necessary to align accreditation with advancements in medical education.

Conclusions:

The Next Accreditation System is a key development in graduate medical education.
Future accreditation models will likely incorporate innovative assessment strategies.
Ongoing dialogue and adaptation are essential for effective physician training and evaluation.