April 5, 2018 | 2:00 - 3:00 pm CT
Implications of UME and GME Outcomes-based Reform Efforts for CPD
Eric S. Holmboe, MD, MACP, FRCP
Senior Vice President, Milestone Development and Evaluation,
Accreditation Council for Graduate Medical Education (ACGME)
Mila Kostic, CHCP, FACEHP
Director of Continuing Medical Education
Perelman School of Medicine at the University of Pennsylvania
Co-Director of Interprofessional Continuing Education
Background: Outcomes-based approaches to undergraduate (UME) and graduate medical education (GME) using competencies, milestones and entrustable professional activities (EPAs) are increasingly being implemented globally. A critical assumption (or necessary foundational state) of outcomes-based approaches using competency frameworks is that the teachers (i.e. interprofessional healthcare educators) and institutions are highly competent in the clinical areas they teach and provide care. This has major implications for efforts in continuous professional development (CPD) as a large body of research shows this condition is not always met within training institutions. These session will explore current issues in implementing competencies using milestones and EPAs as part of the educational continuum.
Questions to be addressed in the discussion include:
- Role of competencies, milestones and EPAs to meet public and health system needs
- Impact of institutional performance on educational and clinical care outcomes
- Essential competencies needed by interprofessional educators
- Co-learning and co-production as potential approaches to enhance CPD in quality improvement and patient safety
- What exactly is competency-based CPD? Is it really anything new?
Eric has selected the following recent articles to stimulate discussion on this topic.
Articles for Review in Support of the Discussion:
- Batalden P, Davidoff F. What is “quality improvement” and how can it transform healthcare? Qual Saf Healthc. 2007;16(1):2–3.
- Campbell C, Silver I, Sherbino J, Cate O Ten, Holmboe ES. Competency-based continuing professional development. Med Teach. 2010;32(8):657–62.
- Wong BM, Holmboe ES. Transforming the Academic Faculty Perspective in Graduate Medical Education to Better Align Educational and Clinical Outcomes. Acad Med. 2016;91(4):473-9.