2021 Call for Input

HomeProgram2021 Call for Input ▶ Definitions of ACGME/ABMS, IOM and Interprofessional Education Collaborative Competencies
Definitions of ACGME/ABMS, IOM and Interprofessional Education Collaborative Competencies

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ACGME/ABMS Competencies: http://www.acgme.org/acgmeweb/tabid/429/ProgramandInstitutionalAccreditation/CommonProgramRequirements.aspx

Patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.

  • It can be evaluated through direct observation, clinical outcomes, patient presentations, bedside rounds, and morning report presentations.

Medical knowledge about established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and the application of this knowledge to patient care.

  • It can be evaluated through annual examination scores, direct observation, direct questioning during clinical care and teaching experiences, journal club and conference discussions (for cognate sciences,) patient presentations, scores on home study course self-tests, and morning report presentations.

Practice-based learning and improvement that involves investigation and evaluation of their patient care, appraisal and assimilation of scientific evidence, and improvements in patient care.

  • It can be evaluated through progressive, graded improvement in clinical care and surgical technique, the use of evidence-based medicine and the evaluation of the best-available evidence at the morning report meeting and in routine clinical care.

Interpersonal and communication skills that result in effective information exchange and teaming with patients, their families, and other health professionals.

  • It can be evaluated through direct observation of communications with other residents, attending physicians, physicians from other services, non-physician clinical staff, non-physician non-clinical staff, and patients and their families, as well as reviews of pertinent sections of regular quarterly evaluations.

Professionalism, as manifested through a commitment to carrying out professional responsibilities, ethics, and sensitivity.

  • It can be evaluated through responsibility in carrying out their professional duties (continuity, responsiveness, availability, and self-sacrifice,) following ethical principles, and sensitivity to diverse patient populations.

Systems-based practice, as manifested by actions that demonstrate an awareness of and responsiveness to the larger context and system for healthcare and the ability to effectively call on system resources to provide care that is of optimal value.

  • It can be evaluated through use of the entire healthcare system in patient care, and teamwork, direct observation in patient care and at the morning report meeting.

Institute of Medicine Core Competencies
https://www.ncbi.nlm.nih.gov/books/NBK221519/

Provide patient-centered care: identify, respect, and care about patients’ differences, values, preferences, and expressed needs; relieve pain and suffering; coordinate continuous care; listen to, clearly inform, communicate with, and educate patients; share decision making and management; and continuously advocate disease prevention, wellness, and promotion of healthy lifestyles, including a focus on population health.

Work in interdisciplinary teams: cooperate, collaborate, communicate, and integrate care in teams to ensure that care is continuous and reliable.

Employ evidence-based practice: integrate best research with clinical expertise and patient values for optimum care, and participate in learning and research activities to the extent feasible.

Apply quality improvement: identify errors and hazards in care; understand and implement basic safety design principles, such as standardization and simplification; continually understand and measure quality of care in terms of structure, process, and outcomes in relation to patient and community needs; and design and test interventions to change processes and systems of care, with the objective of improving quality.

Utilize informatics: communicate, manage knowledge, mitigate error, and support decision making using information technology. 

Interprofessional Education Collaborative Competencies
From Core Competencies for Interprofessional Collaborative Practice by the  Interprofessional Education Collaborative May 2011 http://www.aacn.nche.edu/education-resources/ipecreport.pdf

Values/Ethics for Interprofessional Practice: Interprofessional values and related ethics are an important, new part of crafting a professional identity, one that is both professional and interprofessional in nature. These values and ethics are patient centered with a community/population orientation, grounded in a sense of shared purpose to support the common good in health care, and reflect a shared commitment to creating safer, more efficient, and more effective systems of care. They build on a separate, profession-specific, core competency in patient-centeredness. Without persons who are sometimes patients and their families as partners in the team effort, the best interprofessional teamwork is without rationale. Teamwork adds value by bringing about patient/family and community/population outcomes that promote overall health and wellness, prevent illness, provide comprehensive care for disease, rehabilitate patients, and facilitate effective care during the last stages of life, at an affordable cost.

Roles/Responsibilities: Learning to be interprofessional requires an understanding of how professional roles and responsibilities complement each other in patient-centered and community/population oriented care. “Front line” health professionals (Suter et al., 2009) have identified being able to clearly describe one’s own professional role and responsibilities to team members of other professions and understand others’ roles and responsibilities in relation to one’s own role as a core competency domain for collaborative practice. This domain is an explicit feature in most interprofessional competency frameworks (Thistlethwaite & Moran, 2010; WHO, 2010; CIHC, 2010; Cronenwett et al., 2007; University of Toronto, 2010).

Interprofessional Communication: Communication competencies help professionals prepare for collaborative practice. Communicating a readiness to work together initiates an effective interprofessional collaboration. In a qualitative study of nurses’ and resident physicians’ definitions of collaboration (Baggs & Schmitt, 1997), respondents cited the ways in which health professionals communicate a readiness to work together. They named being available in place, time, and knowledge, as well as being receptive through displaying interest, engaging in active listening, conveying openness, and being willing to discuss as elements indicating readiness.

Teams and Teamwork: Learning to be interprofessional means learning to be a good team player. Teamwork behaviors apply in any setting where health professionals interact on behalf of shared goals for care with patients or communities. Teamwork behaviors involve cooperating in the patient-centered delivery of care; coordinating one’s care with other health professionals so that gaps, redundancies, and errors are avoided; and collaborating with others through shared problem-solving and shared decision making, especially in circumstances of uncertainty. These processes reflect increasing levels of interdependence among those embedded in teams, in microsystems like hospital units, or in and between organizations and communities.