The Experts below are selected from a list of 279 Experts worldwide ranked by ideXlab platform
Matthew L Boulton - One of the best experts on this subject based on the ideXlab platform.
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assessing integration of clinical and public health skills in Preventive Medicine residencies using competency mapping
American Journal of Preventive Medicine, 2012Co-Authors: Eden V Wells, Amy N Sarigiannis, Matthew L BoultonAbstract:PURPOSE: To evaluate the utility of a competency mapping process for assessing the integration of clinical and public health skills in a newly developed Community Health Center (CHC) rotation at the University of Michigan School of Public Health Preventive Medicine residency. METHODS: Learning objectives for the CHC rotation were derived from the Accreditation Council for Graduate Medical Education core clinical Preventive Medicine competencies. CHC learning objectives were mapped to clinical Preventive Medicine competencies specific to the specialty of public health and general Preventive Medicine. Objectives were also mapped to The Council on Linkages Between Academia and Public Health Practice's Tier-2 Core Competencies for Public Health Professionals. RESULTS: CHC learning objectives mapped to all four (100%) of the public health and general Preventive Medicine clinical Preventive Medicine competencies. CHC population-level learning objectives mapped to 32 (94%) of 34 competencies for public health professionals. CONCLUSIONS: Utilizing competency mapping to assess clinical-public health integration in a new CHC rotation proved to be feasible and useful. Clinical Preventive Medicine learning objectives for a CHC rotation can also address public health competencies.
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assessing integration of clinical and public health skills in Preventive Medicine residencies using competency mapping
American Journal of Public Health, 2012Co-Authors: Eden V Wells, Amy N Sarigiannis, Matthew L BoultonAbstract:Objectives. We evaluated the utility of a competency mapping process for assessing the integration of clinical and public health skills in a newly developed Community Health Center (CHC) rotation at the University of Michigan School of Public Health Preventive Medicine residency. Methods. Learning objectives for the CHC rotation were derived from the Accreditation Council for Graduate Medical Education core clinical Preventive Medicine competencies. CHC learning objectives were mapped to clinical Preventive Medicine competencies specific to the specialty of public health and general Preventive Medicine. Objectives were also mapped to The Council on Linkages Between Academia and Public Health Practice’s tier 2 Core Competencies for Public Health Professionals. Results. CHC learning objectives mapped to all 4 (100%) of the public health and general Preventive Medicine clinical Preventive Medicine competencies. CHC population-level learning objectives mapped to 32 (94%) of 34 competencies for public health professionals. Conclusions. Utilizing competency mapping to assess clinical–public health integration in a new CHC rotation proved to be feasible and useful. Clinical Preventive Medicine learning objectives for a CHC rotation can also address public health competencies. [ABSTRACT FROM AUTHOR]
Dorothy S. Lane - One of the best experts on this subject based on the ideXlab platform.
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Consensus on Core Competencies for Preventive Medicine Residents
American Journal of Preventive Medicine, 2018Co-Authors: Dorothy S. Lane, Virginia RossAbstract:Of the currently available literature on assessment of physician competency, very little applies to the needs of Preventive Medicine specialists. Yet the diversity of the field and the confusion among other medical specialists about the particular expertise of Preventive Medicine physicians suggest a need for consensus on fundamental competencies expected of graduates of Preventive Medicine residency training programs. We apply theoretical material on competency-based education from teacher training and instructional development to professional training in Preventive Medicine. We describe the process by which the Graduate Medical Education Subcommittee of the American College of Preventive Medicine (ACPM), a working group of specialists, derived and refined core competencies in working sessions at professional meetings. The drafts produced at these sessions were circulated widely to residency directors and other individuals and groups in Preventive Medicine before being approved by the ACPM Board of Regents and included in the Residency Training Manual distributed by ACPM. This article includes this list of core competencies for Preventive Medicine residents. In addition, the article describes assumptions about competency development that guided the process and identifies recurrent problems in competency development. This information may be helpful to readers who wish to develop additional competencies or to tailor these competencies for their own Preventive Medicine residency programs.
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a threat to the public health workforce evidence from trends in Preventive Medicine certification and training
American Journal of Preventive Medicine, 2000Co-Authors: Dorothy S. LaneAbstract:Abstract Abstract: Evidence of a growing need for Preventive Medicine specialists is the congruence between needed competencies for practice in the current health care environment, as identified by the Council on Graduate Medical Education (COGME) and in other national reports, and the core competencies of Preventive Medicine residents. The total number of certified specialists in Preventive Medicine is 6091. The proportion of self-designated Preventive Medicine specialists among all U.S. physicians is on the decline and the greatest decline has been among those in public health (PH) and general Preventive Medicine (GPM). In addition, the total number of Preventive Medicine residents is on the decline, and the decline has been greatest among those training in PH and combined PH/GPM. One of the reasons for this decline has been inadequate funding due to the absence of Medicare graduate medical education (GME) financing for population-based vs. individual patient care services and meager and diminishing Title VII support. A paucity of faculty is apparent in medical schools with residency training and board certification in Preventive Medicine. Several actions may help reverse this trend and assure adequate numbers of Preventive Medicine specialists: expansion of Title VII to increase the number of residents receiving stipends and tuition, adding infrastructure support for faculty development and funding of demonstration projects in distance learning and in joint generalist/ Preventive Medicine residency training. Medicare GME reform should include recognition of population-based services and inclusion of Preventive Medicine residencies in provisions for “nonhospital-based” training and in up-weighting methodologies for primary care training. Expansion of Veterans Affairs, National Institute for Occupational Safety and Health, and Department of Defense support is also needed as is attention to resident debt reduction.
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Core competencies for Preventive Medicine residents: Version 2.0.
American Journal of Preventive Medicine, 1999Co-Authors: Dorothy S. Lane, Virginia Ross, D.w. Chen, Carol O’neillAbstract:Abstract During the early 1990s, the American College of Preventive Medicine (ACPM), with support from the Health Resources and Services Administration (HRSA), identified core competencies and performance indicators (measures to assess their achievement) for all Preventive Medicine residents. After the competencies were approved, distributed by the ACPM and HRSA, and published in the American Journal of Preventive Medicine , they were integrated in various ways into the operation of individual residency programs. Changes in the health care system during the decade, however, necessitated an update of the original competencies to better equip Preventive Medicine educators to prepare residents for new roles those in Preventive Medicine can play in a restructured health care system. HRSA funded an effort to produce Version 2.0 of the Preventive Medicine competencies based on review and refinement of the original competencies through a consensus process. This article includes these revised core competencies and performance indicators.
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performance indicators for assessing competencies of Preventive Medicine residents
American Journal of Preventive Medicine, 1995Co-Authors: Michael D. Parkinson, Dorothy S. Lane, Virginia Ross, D.w. ChenAbstract:Heightened national interest in population-based Medicine, clinical Preventive services, and health care management underscores the current need for definition and assessment of physician competency in these areas. This article describes a project sponsored by the Health Resources and Services Administration (HRSA) to develop competencies for each of the three specialty areas in Preventive Medicine and appropriate measures for the achievement of those competencies. We discuss fundamental issues surrounding assessment that helped guide the process, types of measurement strategies, and criteria for effective competencies and performance indicators. The article also explains the Work Group process used to reach consensus and identifies concerns and challenges raised during this process. We include the list of specialty competencies and performance indicators developed by the project. The project, entitled “Improving Training of Preventive Medicine Residents through the Development and Evaluation of Competencies,” served as a model for interorganizational collaboration between the federal government (HRSA); a specialty society, the American College of Preventive Medicine (ACPM); and a Preventive Medicine residency program, State University of New York (SUNY) at Stony Brook. The commonality of competencies expected of residents in all three specialty areas of Preventive Medicine—occupational Medicine, general Preventive Medicine and public health, and aerospace Medicine—reaffirmed the rationale for including all of these areas within the single specialty of Preventive Medicine.
Boris D Lushniak - One of the best experts on this subject based on the ideXlab platform.
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Credentialing and privileging the Preventive Medicine physician.
Preventive Medicine, 2018Co-Authors: Paul Jung, Boris D LushniakAbstract:Abstract The practice of Preventive Medicine remains ill-defined, and the specialty is threatened by a void in the definition of the specialty's practice. The authors propose a cohesive, active identification of skills provided by trained Preventive Medicine physicians through the credentialing and privileging process. The privileging process should incorporate clinical skills specific to the provider and non-clinical skills based on Preventive Medicine residency training competency requirements, Preventive Medicine board certification examination requirements, and the ten essential public health services. The specialty may benefit from development of clinical training based on public health clinical services as well as privileging of physicians in health organization leadership positions.
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do Preventive Medicine physicians practice Medicine
Preventive Medicine, 2018Co-Authors: Paul Jung, Boris D LushniakAbstract:Abstract As some Preventive Medicine physicians have been denied medical licenses for not engaging in direct patient care, this paper attempts to answer the question, “Do Preventive Medicine physicians practice Medicine?” by exploring the requirements of licensure, the definition of “practice” in the context of modern Medicine, and by comparing the specialty of Preventive Medicine to other specialties which should invite similar scrutiny. The authors could find no explicit licensure requirement for either a certain amount of time in patient care or a number of patients seen. No physicians board certified in Public Health and General Preventive Medicine sit on any state medical boards. The authors propose that state medical boards accept a broad standard of medical practice, which includes the practice of Preventive Medicine specialists, for licensing purposes.
Eden V Wells - One of the best experts on this subject based on the ideXlab platform.
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assessing integration of clinical and public health skills in Preventive Medicine residencies using competency mapping
American Journal of Preventive Medicine, 2012Co-Authors: Eden V Wells, Amy N Sarigiannis, Matthew L BoultonAbstract:PURPOSE: To evaluate the utility of a competency mapping process for assessing the integration of clinical and public health skills in a newly developed Community Health Center (CHC) rotation at the University of Michigan School of Public Health Preventive Medicine residency. METHODS: Learning objectives for the CHC rotation were derived from the Accreditation Council for Graduate Medical Education core clinical Preventive Medicine competencies. CHC learning objectives were mapped to clinical Preventive Medicine competencies specific to the specialty of public health and general Preventive Medicine. Objectives were also mapped to The Council on Linkages Between Academia and Public Health Practice's Tier-2 Core Competencies for Public Health Professionals. RESULTS: CHC learning objectives mapped to all four (100%) of the public health and general Preventive Medicine clinical Preventive Medicine competencies. CHC population-level learning objectives mapped to 32 (94%) of 34 competencies for public health professionals. CONCLUSIONS: Utilizing competency mapping to assess clinical-public health integration in a new CHC rotation proved to be feasible and useful. Clinical Preventive Medicine learning objectives for a CHC rotation can also address public health competencies.
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assessing integration of clinical and public health skills in Preventive Medicine residencies using competency mapping
American Journal of Public Health, 2012Co-Authors: Eden V Wells, Amy N Sarigiannis, Matthew L BoultonAbstract:Objectives. We evaluated the utility of a competency mapping process for assessing the integration of clinical and public health skills in a newly developed Community Health Center (CHC) rotation at the University of Michigan School of Public Health Preventive Medicine residency. Methods. Learning objectives for the CHC rotation were derived from the Accreditation Council for Graduate Medical Education core clinical Preventive Medicine competencies. CHC learning objectives were mapped to clinical Preventive Medicine competencies specific to the specialty of public health and general Preventive Medicine. Objectives were also mapped to The Council on Linkages Between Academia and Public Health Practice’s tier 2 Core Competencies for Public Health Professionals. Results. CHC learning objectives mapped to all 4 (100%) of the public health and general Preventive Medicine clinical Preventive Medicine competencies. CHC population-level learning objectives mapped to 32 (94%) of 34 competencies for public health professionals. Conclusions. Utilizing competency mapping to assess clinical–public health integration in a new CHC rotation proved to be feasible and useful. Clinical Preventive Medicine learning objectives for a CHC rotation can also address public health competencies. [ABSTRACT FROM AUTHOR]
Paul Jung - One of the best experts on this subject based on the ideXlab platform.
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Credentialing and privileging the Preventive Medicine physician.
Preventive Medicine, 2018Co-Authors: Paul Jung, Boris D LushniakAbstract:Abstract The practice of Preventive Medicine remains ill-defined, and the specialty is threatened by a void in the definition of the specialty's practice. The authors propose a cohesive, active identification of skills provided by trained Preventive Medicine physicians through the credentialing and privileging process. The privileging process should incorporate clinical skills specific to the provider and non-clinical skills based on Preventive Medicine residency training competency requirements, Preventive Medicine board certification examination requirements, and the ten essential public health services. The specialty may benefit from development of clinical training based on public health clinical services as well as privileging of physicians in health organization leadership positions.
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do Preventive Medicine physicians practice Medicine
Preventive Medicine, 2018Co-Authors: Paul Jung, Boris D LushniakAbstract:Abstract As some Preventive Medicine physicians have been denied medical licenses for not engaging in direct patient care, this paper attempts to answer the question, “Do Preventive Medicine physicians practice Medicine?” by exploring the requirements of licensure, the definition of “practice” in the context of modern Medicine, and by comparing the specialty of Preventive Medicine to other specialties which should invite similar scrutiny. The authors could find no explicit licensure requirement for either a certain amount of time in patient care or a number of patients seen. No physicians board certified in Public Health and General Preventive Medicine sit on any state medical boards. The authors propose that state medical boards accept a broad standard of medical practice, which includes the practice of Preventive Medicine specialists, for licensing purposes.
