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A Model for Developing ACGME Competencies in an Academic Anesthesiology Department
Stephen J Kimatian1, Donald E Martin1, Robert Marine2
1Department of Anesthesiology, The Penn State Milton S. Hershey Medical Center, Hershey, PA.
This study details a successful 18-month initiative to transition anesthesiology residency education to a competency-based curriculum. It highlights faculty engagement and a new web-based evaluation tool for improved resident assessment.
Area of Science:
- Medical Education
- Anesthesiology
- Curriculum Development
Background:
- The American College of Graduate Medical Education mandated a shift to competency-based medical education.
- Traditional curricula required adaptation to meet new educational standards and evaluation methods.
Purpose of the Study:
- To describe the process of transitioning an anesthesiology department to a competency-based curriculum.
- To detail strategies for faculty engagement, cultural change, and sustained progress.
- To introduce a novel web-based evaluation tool for competency-based assessment.
Main Methods:
- An 18-month focused program involving the entire faculty.
- Leadership-driven education, engagement, and focused departmental efforts.
- Development and implementation of a web-based evaluation tool.
Main Results:
- Successful curricular and cultural transformation in anesthesiology residency training.
- Creation of a sustainable environment with incentives for performance.
- Development of an effective, novel web-based evaluation tool.
Conclusions:
- The described model effectively facilitated the transition to a competency-based curriculum.
- The approach is applicable to other large-scale departmental educational initiatives.
- Faculty engagement and innovative assessment tools are key to successful curriculum reform.
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