Faculty Collaboration Database

Competency-based education in anesthesiology: history and challenges. Anesthesiology 2014 Jan;120(1):24-31

Date

10/26/2013

Pubmed ID

24158052

DOI

10.1097/ALN.0000000000000039

Scopus ID

2-s2.0-84894639435 (requires institutional sign-in at Scopus site)   40 Citations

Abstract

The Accreditation Council for Graduate Medical Education is transitioning to a competency-based system with milestones to measure progress and define success of residents. The confines of the time-based residency will be relaxed. Curriculum must be redesigned and assessments will need to be precise and in-depth. Core anesthesiology faculty will be identified and will be the "trained observers" of the residents' progress. There will be logistic challenges requiring creative management by program directors. There may be residents who achieve "expert" status earlier than the required 36 months of clinical anesthesia education, whereas others may struggle to achieve acceptable status and will require additional education time. Faculty must accept both extremes without judgment. Innovative new educational opportunities will need to be created for fast learners. Finally, it will be important that residents embrace this change. This will require programs to clearly define the specific aims and measurement endpoints for advancement and success.

Author List

Ebert TJ, Fox CA

Author

Thomas J. Ebert MD, PhD Adjunct Professor in the Anesthesiology department at Medical College of Wisconsin

MESH terms used to index this publication - Major topics in bold

Accreditation
Anesthesiology
Competency-Based Education
Curriculum
Education, Medical, Graduate
Educational Measurement
Faculty
Faculty, Medical
History, 20th Century
Humans
Internship and Residency