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Using an Institutional Report Card to Support Evidence-Based GME Decision Making. Conference Session: SES46 20101ACGME Annual Education Conference Ann Dohn, MA, DIO, Alice Edler, MD, MPH, MA ( Educ ), Nancy Piro, PhD, and Bardia Behravesh, EdD , Program Managers/Ed Specialists
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Conference Session: SES46
20101ACGME Annual Education Conference
Ann Dohn, MA, DIO, Alice Edler, MD, MPH, MA (Educ),
Nancy Piro, PhD, and Bardia Behravesh, EdD,
Program Managers/Ed Specialists
Department of Graduate Medical Education
Stanford Hospital & Clinics
Stanford University Medical Center currently sponsors 82 ACGME-accredited training programs with over 1000 enrolled residents and fellows.
need to be able to make evidence-based programmatic decisions based on comparative data
Balanced Scorecard Framework
in an Organization
Best of Both Worlds
“Guidance and supervision of the resident while facilitating the resident’s professional and personal development and ensuring safe and appropriate care for patients.”
2. Program Processes
“Ensuring that all of its graduate medical education programs meet or exceed the Institutional and Program Requirements promulgated by the Accreditation Council for Graduate Medical Education.”
3. Learning Outcomes
“Support of quality graduate medical education programs and excellence in residency training and research.”
“Provision of adequate funding of graduate medical education to ensure support of its faculty, residents, ancillary staff, facilities, and educational resources to achieve this important mission.”
(“The Balanced Scorecard--Measures That Drive Performance,” Harvard Business Review, Jan-Feb 1992; and “The Balanced Scorecard-Translating Strategy into Action,” Harvard Business School Press, 1996)
How do our residents see us?
Are our programs excelling?
Institutional / Financial Growth
Are we putting our resources in the right places?
Do we continue to improve (outcomes)?
COMMON INSTITUTIONAL REVIEW DOCUMENT
“Describe how the sponsoring institution monitors that each program provides effective educational experiences for residents that lead to measureable achievement of educational outcomes of the ACGME competencies.”