ACGME OUTCOME PROJECT : THE PROGRAM COORDINATOR’S ROLE

1. ACGMEOUTCOMEPROJECT:THE PROGRAM COORDINATOR’S ROLE Jim Kerwin, MD University of Arizona

2. Objectives • Review the ACGME Outcome Project Concept • Identify the Outcome Project Timeline • Acknowledge the Significance for Recertification • Identify the Program Coordinator’s Role

3. Accountability • Shift from process centered focus to product /outcome focus Are we producing competent physicians?

4. Competencies: The SIX Domains

5. PATIENT CARE • Performs critical evaluation of data including risk awareness • Develops appropriate patient management plans • Implements appropriate patient management plans

6. 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

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

8. INTERPERSONAL AND COMMUNICATION SKILLS • Demonstrates active listening skills • Able to elicit appropriate information • Communicates effectively

9. INTERPERSONAL AND COMMUNICATION SKILLS Documentation and Records • The documentation in medical records is: • Accurate • Complete • Legible • Completes medical records in a timely manner

10. INTERPERSONAL ANDCOMMUNICATION SKILLS Colleagues and Supervisors, Consultants, Support Staff • Presentations are concise • Presentations are relevant • Works effectively as a leader

11. INTERPERSONAL ANDCOMMUNICATION SKILLS Patients and Families • Educates patient and family • Communicates at patient’s education level • Demonstrates respect, sensitivity and responsiveness to full spectrum of patient’s diversity

12. INTERPERSONAL ANDCOMMUNICATION SKILLS Patients and Families • Provides patient with clear instructions • Provides clear plan for patient follow-up • Maintains familial involvement

13. PROFESSIONALISM • 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

14. 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

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

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

17. 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

18. Strategy to Implement Competency Based Education ACGME Outcomes Project PHASE 1Initial Response(2001 - 2002) PHASE 2Define Competencies and Tools(2002 - 2006) PHASE 3Integration(2006 - 2011) PHASE 4Expansion(2011& beyond) Review Curriculum Obtain FacultyBuy-In IdentifySpecific Knowledge, Skills, and Attitudes Define Specialty Specific Competencies Develop Tools to Assess Competency Identify Process to Implement Tools

19. RRC Review • “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.

20. Improvement of Residency • The Program should have a process to evaluate residents and itself • The Program must offer documentation of continuous improvement in the residency educational process

21. Program Coordinator Role • Key role in • Planning -new or revised program goals -workshops, meetings, conferences

22. Program Coordinator Role • Key role in • Evaluation “Whatever we measure we tend to improve.”

23. Program Coordinator Role • Key role in • Documentation Technology Advances

24. Program Coordinator Role • Key role in • Communication facilitating team integration liaison with students, faculty, staff, and everybody else recruits

25. Program Coordinator Role • Key role in • Recertification