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ACGME OUTCOME PROJECT : THE PROGRAM COORDINATOR’S ROLE PowerPoint PPT Presentation


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ACGME OUTCOME PROJECT : THE PROGRAM COORDINATOR’S ROLE. Jim Kerwin, MD University of Arizona. Objectives. Review the ACGME Outcome Project Concept Identify the Outcome Project Timeline Acknowledge the Significance for Recertification Identify the Program Coordinator’s Role. Accountability.

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ACGME OUTCOME PROJECT : THE PROGRAM COORDINATOR’S ROLE

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Acgme outcome project the program coordinator s role l.jpg

ACGMEOUTCOMEPROJECT:THE PROGRAM COORDINATOR’S ROLE

Jim Kerwin, MD

University of Arizona


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Objectives

  • Review the ACGME Outcome Project Concept

  • Identify the Outcome Project Timeline

  • Acknowledge the Significance for Recertification

  • Identify the Program Coordinator’s Role


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Accountability

  • Shift from process centered focus to

    product /outcome focus

    Are we producing competent physicians?


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Competencies: The SIX Domains


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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


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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


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INTERPERSONAL AND COMMUNICATION SKILLS

  • Demonstrates active listening skills

  • Able to elicit appropriate information

  • Communicates effectively


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INTERPERSONAL AND COMMUNICATION SKILLS

Documentation and Records

  • The documentation in medical records is:

    • Accurate

    • Complete

    • Legible

  • Completes medical records in a timely manner


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INTERPERSONAL ANDCOMMUNICATION SKILLS

Colleagues and Supervisors, Consultants, Support Staff

  • Presentations are concise

  • Presentations are relevant

  • Works effectively as a leader


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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


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INTERPERSONAL ANDCOMMUNICATION SKILLS

Patients and Families

  • Provides patient with clear instructions

  • Provides clear plan for patient follow-up

  • Maintains familial involvement


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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


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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


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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


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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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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


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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.


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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


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Program Coordinator Role

  • Key role in

    • Planning

      -new or revised program goals

      -workshops, meetings, conferences


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Program Coordinator Role

  • Key role in

    • Evaluation

“Whatever we measure we tend to improve.”


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Program Coordinator Role

  • Key role in

    • Documentation

      Technology Advances


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Program Coordinator Role

  • Key role in

    • Communication

      facilitating team integration

      liaison with students, faculty, staff, and everybody else

      recruits


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Program Coordinator Role

  • Key role in

    • Recertification


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