ACGME OUTCOME PROJECT : THE PROGRAM COORDINATOR’S ROLE Jim Kerwin, MD University of Arizona
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ACGME ACGME OUTCOME OUTCOME PROJECT PROJECT : : THE PROGRAM THE PROGRAM COORDINATOR’S ROLE COORDINATOR’S ROLE Jim Kerwin, MD Jim Kerwin, MD University of Arizona University of Arizona
ACGME OUTCOME PROJECT : THE PROGRAM COORDINATOR’S ROLE Jim Kerwin, MD University of Arizona
ACGME OUTCOME PROJECT : THE PROGRAM COORDINATORS ROLE Jim
Kerwin, MD University of Arizona
Slide 2
Objectives Review the ACGME Outcome Project Concept Review the
ACGME Outcome Project Concept Identify the Outcome Project Timeline
Identify the Outcome Project Timeline Acknowledge the Significance
for Recertification Acknowledge the Significance for
Recertification Identify the Program Coordinators Role Identify the
Program Coordinators Role
Slide 3
Accountability Shift from process centered focus to Shift from
process centered focus to product /outcome focus product /outcome
focus Are we producing competent physicians?
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Competencies: The SIX Domains
Slide 5
PATIENT CARE Performs critical evaluation of data including
risk awareness Develops appropriate patient management plans
Implements appropriate patient management plans
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PATIENT CARE Demonstrates timely completion of clinical tasks
Counsels and educates patients and families Attends to disease
prevention and health care maintenance Demonstrates competency in
relevant procedural skills Manages time efficiently
Slide 7
MEDICAL KNOWLEDGE Demonstrates an investigative and analytic
thinking approach to clinical situations Demonstrates appropriate
fund of medical knowledge Applies basic, clinical, epidemiological
and social-behavioral sciences to patient care
Slide 8
INTERPERSONAL AND COMMUNICATION SKILLS Demonstrates active
listening skills Able to elicit appropriate information
Communicates effectively
Slide 9
INTERPERSONAL AND COMMUNICATION SKILLS Documentation and
Records The documentation in medical records is: The documentation
in medical records is: Accurate Accurate Complete Complete Legible
Legible Completes medical records in a timely manner Completes
medical records in a timely manner
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INTERPERSONAL AND COMMUNICATION SKILLS Colleagues and
Supervisors, Consultants, Support Staff Presentations are concise
Presentations are relevant Works effectively as a leader
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INTERPERSONAL AND COMMUNICATION SKILLS Patients and Families
Educates patient and family Communicates at patients education
level Demonstrates respect, sensitivity and responsiveness to full
spectrum of patients diversity
Slide 12
INTERPERSONAL AND COMMUNICATION SKILLS Patients and Families
Provides patient with clear instructions Provides clear plan for
patient follow-up Maintains familial involvement
Slide 13
Demonstrates respect Shows integrity: unity between principles
and actions Maintains confidentiality Demonstrates ethical
behaviors Maintains appropriate appearance with respect for
surroundings and others Demonstrates emotional stability/maturity
PROFESSIONALISM
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PROFESSIONALISM Demonstrates appropriate personal health
behaviors Reliably completes assigned duties Uses feedback to
improve performance Reports to clinical activities on time Answers
pages in a timely fashion Prioritizes and balances required
curricular activities, optional extra curricular activities and
personal life
Slide 15
SYSTEMS-BASED PRACTICE Practices cost effective health care
Practices quality health care Demonstrates : Appropriate use of
diagnostic tests Appropriate use of referrals/consults Appropriate
use of alternative treatments Provides complete documentation for
billing
Slide 16
SYSTEMS BASED PRACTICE Acts as a patient advocate Collaborates
with health care providers/managers (social services, home health,
mental health) Coordinates discharge planning Coordinates
follow-up
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PRACTICE BASED LEARNING AND IMPROVEMENT Applies evidence-based
medicine to patient care Uses information technology to improve
fund of knowledge Teaches student and other health
professionals
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Review Curriculum Identify Specific Knowledge, Skills, and
Attitudes Obtain Faculty Buy-In Define Specialty Specific
Competencies Develop Tools to Assess Competency Identify Process to
Implement Tools PHASE 1 Initial Response (2001 - 2002) PHASE 2
Define Competencies and Tools (2002 - 2006) PHASE 3 Integration
(2006 - 2011) PHASE 4 Expansion (2011& beyond) Strategy to
Implement Competency Based Education ACGME Outcomes Project
Slide 19
RRC Review Minimal threshold model: Program review identifies
whether or not a program has the potential to educate residents
Minimal threshold model: Program review identifies whether or not a
program has the potential to educate residents Program Director
must offer documentation that the residents achieve the learning
objectives set by the Program. Program Director must offer
documentation that the residents achieve the learning objectives
set by the Program.
Slide 20
Improvement of Residency The Program should have a process to
evaluate residents and itself The Program should have a process to
evaluate residents and itself The Program must offer documentation
of continuous improvement in the residency educational process The
Program must offer documentation of continuous improvement in the
residency educational process
Slide 21
Program Coordinator Role Key role in Key role in Planning
Planning -new or revised program goals -workshops, meetings,
conferences
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Program Coordinator Role Key role in Key role in Evaluation
Evaluation Whatever we measure we tend to improve.
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Program Coordinator Role Key role in Key role in Documentation
Documentation Technology Advances
Slide 24
Program Coordinator Role Key role in Key role in Communication
Communication facilitating team integration liaison with students,
faculty, staff, and everybody else recruits
Slide 25
Program Coordinator Role Key role in Key role in
Recertification Recertification