Graduate Medical Education: Its Role in Achieving a True Medical Education Continuum
Carol A Aschenbrener1, Cori Ast, Darrell G Kirch
1C.A. Aschenbrener is founding chief medical education officer, Association of American Medical Colleges, Washington, DC. C. Ast is director, executive activities, Office of the President, Association of American Medical Colleges, Washington, DC. D.G. Kirch is president and chief executive officer, Association of American Medical Colleges, Washington, DC.
Summary
Physician education, from medical school to continuing education, should be a continuum. Innovations like competency frameworks and entrustable professional activities (EPAs) are key to creating this seamless pathway for physician training.
Area of Science:
- Medical Education
- Physician Training
- Healthcare Professional Development
Background:
- The concept of a continuum in physician education was proposed nearly 50 years ago.
- A true continuum across undergraduate medical education (UME), graduate medical education (GME), and continuing medical education (CME) remains largely unfulfilled.
- Recent innovations offer a foundation for a more integrated and flexible physician training pathway.
Purpose of the Study:
- To explore how recent innovations can facilitate a seamless continuum in physician education.
- To highlight the role of competency frameworks and entrustable professional activities (EPAs) in achieving this goal.
- To emphasize the ongoing contributions of the GME community in advancing medical education reform.
Main Methods:
- Leveraging widely accepted competency frameworks across UME, GME, and CME.
- Utilizing entrustable professional activities (EPAs) to assess observable learner behaviors and progress.
- Examining innovations within the GME community for improved transitions across educational stages.
Main Results:
- Competency frameworks are foundational for the evolving medical education continuum.
- Entrustable Professional Activities (EPAs) are increasingly used to gauge learner advancement.
- The GME community is actively implementing tools to enhance continuum transitions, such as competency-based progression.
Conclusions:
- Recent innovations, particularly competency frameworks and EPAs, provide the necessary tools to build a true continuum in physician education.
- Despite implementation challenges, the GME community is leading efforts to operationalize these tools for better physician training.
- The medical education community must collaborate to build upon these advancements for a continuum that benefits patients and the profession.
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