From Process to Product

1. From Process to Product The ACGME Outcomes Project and the Changing Role of the Faculty Physician

2. ACGME Outcomes ProjectAccreditation in Transition • Previous focus of Accreditation • Does the program have the potential to produce competent physicians • Faculty physicians taught their areas with little oversight • New focus of accreditation • Does the program produce competent physicians • Faculty physicians must teach and evaluate in accordance with ACGME General Competencies requirements

3. Previous Focus of Accreditation • Accreditation Question • Does the program have adequate resources to produce competent physicians? • Accreditation Focus: Educational Process • Does program comply with standards? • Does program have curriculum/objectives? • Does program evaluate residents/program? • Is there an adequate lecture schedule?

4. New/Current Focus of Accreditation • Accreditation Question • Does the program produce competent physicians? • Focus of Accreditation: Educational Outcomes • Do resident achieve learning objectives? • What is the evidence? • How does program demonstrate continuous improvement in the educational process? • Are the alum of the program successful in practice?

5. ACGME Outcomes Project To address this transition in Accreditation Process, ACGME developed the Outcomes Project which: • Developed a set of competencies • Provided support for development of assessment instruments • Provided support for development of model resident evaluation systems • Supported a resource support system

6. ACGME General Competencies • Endorsed by ACGME in February of 1999 • Patient Care • Medical Knowledge • Professionalism • Systems-based Practice • Practice-based Learning and Improvement • Interpersonal and Communication Skills

7. Resultant Changes to Education • Curriculum development based on Competencies • Assessment systems aligned to Competencies • Faculty development • Transition to Competency focus • Increased focus on rotation objectives • Transition to new evaluation methodology

8. Curriculum Development • Revised to General Competencies Base • Rotation Learning objectives • Competency based • PGY level and rotation explicit • Evidence of review with resident/faculty • Faculty development • Teach in General Competency based fashion

9. Align Assessment to Competencies • Forms must be directly related to • Competencies • PGY level • Rotation • Multiple evaluators • Faculty, peers, allied health professionals, patients, etc. • Benchmarks for passing • Faculty Development • Use of new system • Emphasis on truthful and honest evaluation • Benchmarks

10. ACGME Support: Assessment Tools • Tool Box of currently used measures • Includes descriptions/examples • www.acgme.org • Click on Competencies and Outcome Assessment

11. Teaching in the Age of Outcomes • Teach in the General Competencies format • Review objectives/expectations with residents • Understand the program evaluation forms • Know the definitions of successful attainment of objectives • Evaluate honestly and fairly • Grade inflation does not help • Know benchmarks for passing • Complete evaluation forms in a timely manner