The Experts below are selected from a list of 30135 Experts worldwide ranked by ideXlab platform
Kamlesh B Patel - One of the best experts on this subject based on the ideXlab platform.
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impact of an event reporting system on resident complication reporting in plastic surgery training addressing an acgme and plastic surgery milestone project Core Competency
Plastic and Reconstructive Surgery, 2017Co-Authors: Rajiv P Parikh, Alison K Snyderwarwick, Sybill D Naidoo, Gary B Skolnick, Kamlesh B PatelAbstract:Background:The Accreditation Council for Graduate Medical Education and Plastic Surgery Milestone Project has identified practice-based learning and improvement, which involves systematically analyzing current practices and implementing changes, as a Core Competency in residency education. In surgic
Dale W Dauphinee - One of the best experts on this subject based on the ideXlab platform.
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building a Core Competency assessment program for all stakeholders the design and building of sailing ships can inform Core Competency frameworks
Advances in Health Sciences Education, 2020Co-Authors: Dale W DauphineeAbstract:When educators are developing an effective and workable assessment program in graduate medical education by employing action research and stakeholder mapping to identify Core Competency domains and directives, the multi-stage process can be guided and informed by utilizing the story of designing, building and sea-testing sailing ships as a metaphor. However, the current challenge of physician burnout demands additional attention when formulating medical training frameworks, assessment guidelines and mentoring programs in 2020. The possibility of job-crafting is raised for consideration by designers of Core Competency frameworks in the health professions.
Rajiv P Parikh - One of the best experts on this subject based on the ideXlab platform.
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impact of an event reporting system on resident complication reporting in plastic surgery training addressing an acgme and plastic surgery milestone project Core Competency
Plastic and Reconstructive Surgery, 2017Co-Authors: Rajiv P Parikh, Alison K Snyderwarwick, Sybill D Naidoo, Gary B Skolnick, Kamlesh B PatelAbstract:Background:The Accreditation Council for Graduate Medical Education and Plastic Surgery Milestone Project has identified practice-based learning and improvement, which involves systematically analyzing current practices and implementing changes, as a Core Competency in residency education. In surgic
Stephan Rinnert - One of the best experts on this subject based on the ideXlab platform.
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reliability of a Core Competency checklist assessment in the emergency department the standardized direct observation assessment tool
Academic Emergency Medicine, 2006Co-Authors: Philip Shayne, Fiona E Gallahue, Stephan Rinnert, Craig L Anderson, Gene Hern, Eric KatzAbstract:Objectives: A Council of Emergency Medicine Residency Directors task force developed the Standardized Direct Observation Assessment Tool (SDOT), a 26-item checklist assessment tool to evaluate Accreditation Council for Graduate Medical Education resident Core competencies by direct observation. Each of the checklist items is assigned to one or more of five Core competencies. The objective of this study was to test the interrater measurement properties of the SDOT instrument. Methods: Two videos of simulated patient–resident–attending physician encounters were produced. Academic emergency medicine faculty members not involved in the development of the form viewed the two encounters and completed the SDOT for each. Faculty demographic data were collected. Data were collected from 82 faculty members at 16 emergency medicine residency programs. The checklist items were used to generate a composite sCore for each Core Competency of patient care, medical knowledge, interpersonal and communication skills, professionalism, and systems-based practice. Results: Univariate analysis demonstrated a high degree of agreement between evaluators in evaluating residents for both videos. Multivariate analysis found no differences in rating by faculty when examined by experience, academic title, site, or previous use of the SDOT. Conclusions: Faculty from 16 emergency medicine residency programs had a high interrater agreement when using the SDOT to evaluate resident Core Competency performance. This study did not test the validity of the tool. This data analysis is mainly descriptive, and scripted video scenarios may not approximate direct observation in the emergency department.
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systems based practice the sixth Core Competency
Academic Emergency Medicine, 2002Co-Authors: Pamela L Dyne, Robert W Strauss, Stephan RinnertAbstract:Systems-Based Practice (SBP) is the sixth Competency defined by the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project. Specifically, SBP requires "Residents [to] demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value." This Competency can be divided into four subcompetencies, all of which are integral to training emergency medicine (EM) physicians: resources, providers, and systems; cost-appropriate care; delivery systems; and patient advocacy. In March 2002, the Council of Emergency Medicine Residency Directors (CORD-EM) convened a consensus conference to assist residency directors in modifying the SBP Competency specific for EM. The Consensus Group modified the broad ACGME definition for SBP into EM-specific goals and objectives for residency training in SBP. The primary assessment methods from the Toolbox of Assessment Methods were also identified for SBP. They are direct observation, global ratings, 360-degree evaluations, portfolio assessment, and testing by both oral and written exams. The physician tasks from the Model of the Clinical Practice of Emergency Medicine that are most relevant to SBP are out-of-hospital care, modifying factors, legal/professional issues, diagnostic studies, consultation and disposition, prevention and education, multitasking, and team management. Suggested EM residency curriculum components for SBP are already in place in most residency programs, so no additional resources would be required for their implementation. These include: emergency medical services and administrative rotations, directed reading, various interdisciplinary and hospital committee participation, continuous quality improvement project participation, evidence-based medicine instruction, and various didactic experiences, including follow-up, interdisciplinary, and case conferences. With appropriate integration and evaluation of this Competency into training programs, it is likely that future generations of physicians and patients will reap the benefits of an educational system that is based on well-defined outcomes and a more systemic view of health care.
K E Hughes - One of the best experts on this subject based on the ideXlab platform.
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assessing student learning outcomes in the introductory accounting information systems course using the aicpa s Core Competency framework
Journal of Information Systems, 2007Co-Authors: Ronald J Daigle, David C Hayes, K E HughesAbstract:This paper describes a unique learning outcome process for the assessment of an undergraduate course in AIS. Learning expectations targeted for assessment are the “functional competencies” promulgated in the AICPA's Core Competency Framework for Entry into the Accounting Profession (Framework) (1999). This paper first frames the importance of assessment for motivating faculty to foster “continuous improvement” in student learning, as well as demonstrating accountability to public officials, accreditation bodies, and university administrators. The paper then focuses on a specific example (case study) of AIS course assessment. Evidence of student learning is observed, albeit imperfectly, through triangulation of multiple direct measurements, supplemented by indirect measures such as student self‐assessments. Results indicate that students became more competent in certain functional competencies and also reflect that the expected emphasis on certain competencies to be gained in the AIS course required modifi...