Abstract
Background: The milestones created by the Accreditation Council for Graduate Medical Education (ACGME) beginning in 2009 were developed by each individual specialty. The lack of standardization across specialties has resulted in unnecessary variation and has complicated the development of validated assessment tools.
Objective: We developed a common set of subcompetencies and milestones that could harmonize the practice-based learning and improvement (PBLI) competency across specialties.
Methods: A group of medical educators with expertise in PBLI was recruited by the ACGME and created 2 PBLI subcompetencies: (1) evidence-based and informed practice (PBLI-1), and (2) reflective practice and commitment to personal growth (PBLI-2). After vetting the new subcompetencies with a group of medical educators, an electronic survey was sent to a national sample of stakeholders to assess if the subcompetencies should be used, were understandable, and could be assessed.
Results A total of 1195 respondents completed the survey. For PBLI-1, 89% of all survey respondents believed PBLI-1 should be used, 95% understood it, and 84% reported they knew how to assess it. For PBLI-2, 85% thought it should be used, 89% understood it, and 76% reported they knew how to assess it.
Conclusions: The majority of stakeholders surveyed understood and believe they should use 2 new “harmonized” PBLI subcompetencies. At the same time, there appears to be more comfort in evaluating PBLI-1 (evidence-based and informed practice), compared to PBLI-2 (reflective practice and commitment to personal growth). Harmonizing the subcompetencies presents an opportunity for faculty development and dissemination of tools that can be used across
specialties.
Objective: We developed a common set of subcompetencies and milestones that could harmonize the practice-based learning and improvement (PBLI) competency across specialties.
Methods: A group of medical educators with expertise in PBLI was recruited by the ACGME and created 2 PBLI subcompetencies: (1) evidence-based and informed practice (PBLI-1), and (2) reflective practice and commitment to personal growth (PBLI-2). After vetting the new subcompetencies with a group of medical educators, an electronic survey was sent to a national sample of stakeholders to assess if the subcompetencies should be used, were understandable, and could be assessed.
Results A total of 1195 respondents completed the survey. For PBLI-1, 89% of all survey respondents believed PBLI-1 should be used, 95% understood it, and 84% reported they knew how to assess it. For PBLI-2, 85% thought it should be used, 89% understood it, and 76% reported they knew how to assess it.
Conclusions: The majority of stakeholders surveyed understood and believe they should use 2 new “harmonized” PBLI subcompetencies. At the same time, there appears to be more comfort in evaluating PBLI-1 (evidence-based and informed practice), compared to PBLI-2 (reflective practice and commitment to personal growth). Harmonizing the subcompetencies presents an opportunity for faculty development and dissemination of tools that can be used across
specialties.
Original language | American English |
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Pages (from-to) | 367–369 |
Journal | Journal of graduate medical education |
Volume | 10 |
Issue number | 3 |
State | Published - 2018 |
Keywords
- Education, Pediatric, Graduate
Disciplines
- Pediatrics
- Medical Education