Competency-based education and training in internal medicine

Steven E. Weinberger, Anne G. Pereira, William F. Iobst, Alex J. Mechaber, Michael S. Bronze, Robert J. Anderson, Stewart F. Babbott, Lee R. Berkowitz, Raquel Buranosky, Donna R. Devine, Mark W. Geraci, Stephen A. Geraci, Karen E. Hauer, Harry Hollander, Regina A. Kovach, Elizabeth A. Wildman

Research output: Contribution to journalArticle

70 Citations (Scopus)

Abstract

Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.

Original languageEnglish (US)
Pages (from-to)751-756
Number of pages6
JournalAnnals of Internal Medicine
Volume153
Issue number11
StatePublished - Dec 7 2010
Externally publishedYes

Fingerprint

Competency-Based Education
Internal Medicine
Advisory Committees
Education
Graduate Medical Education
Accreditation
Quality of Health Care
Medical Education
Teaching
Learning

ASJC Scopus subject areas

  • Internal Medicine

Cite this

Weinberger, S. E., Pereira, A. G., Iobst, W. F., Mechaber, A. J., Bronze, M. S., Anderson, R. J., ... Wildman, E. A. (2010). Competency-based education and training in internal medicine. Annals of Internal Medicine, 153(11), 751-756.

Competency-based education and training in internal medicine. / Weinberger, Steven E.; Pereira, Anne G.; Iobst, William F.; Mechaber, Alex J.; Bronze, Michael S.; Anderson, Robert J.; Babbott, Stewart F.; Berkowitz, Lee R.; Buranosky, Raquel; Devine, Donna R.; Geraci, Mark W.; Geraci, Stephen A.; Hauer, Karen E.; Hollander, Harry; Kovach, Regina A.; Wildman, Elizabeth A.

In: Annals of Internal Medicine, Vol. 153, No. 11, 07.12.2010, p. 751-756.

Research output: Contribution to journalArticle

Weinberger, SE, Pereira, AG, Iobst, WF, Mechaber, AJ, Bronze, MS, Anderson, RJ, Babbott, SF, Berkowitz, LR, Buranosky, R, Devine, DR, Geraci, MW, Geraci, SA, Hauer, KE, Hollander, H, Kovach, RA & Wildman, EA 2010, 'Competency-based education and training in internal medicine', Annals of Internal Medicine, vol. 153, no. 11, pp. 751-756.
Weinberger SE, Pereira AG, Iobst WF, Mechaber AJ, Bronze MS, Anderson RJ et al. Competency-based education and training in internal medicine. Annals of Internal Medicine. 2010 Dec 7;153(11):751-756.
Weinberger, Steven E. ; Pereira, Anne G. ; Iobst, William F. ; Mechaber, Alex J. ; Bronze, Michael S. ; Anderson, Robert J. ; Babbott, Stewart F. ; Berkowitz, Lee R. ; Buranosky, Raquel ; Devine, Donna R. ; Geraci, Mark W. ; Geraci, Stephen A. ; Hauer, Karen E. ; Hollander, Harry ; Kovach, Regina A. ; Wildman, Elizabeth A. / Competency-based education and training in internal medicine. In: Annals of Internal Medicine. 2010 ; Vol. 153, No. 11. pp. 751-756.
@article{4eb087070fee4f0b8496143a43458bdc,
title = "Competency-based education and training in internal medicine",
abstract = "Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.",
author = "Weinberger, {Steven E.} and Pereira, {Anne G.} and Iobst, {William F.} and Mechaber, {Alex J.} and Bronze, {Michael S.} and Anderson, {Robert J.} and Babbott, {Stewart F.} and Berkowitz, {Lee R.} and Raquel Buranosky and Devine, {Donna R.} and Geraci, {Mark W.} and Geraci, {Stephen A.} and Hauer, {Karen E.} and Harry Hollander and Kovach, {Regina A.} and Wildman, {Elizabeth A.}",
year = "2010",
month = "12",
day = "7",
language = "English (US)",
volume = "153",
pages = "751--756",
journal = "Annals of Internal Medicine",
issn = "0003-4819",
publisher = "American College of Physicians",
number = "11",

}

TY - JOUR

T1 - Competency-based education and training in internal medicine

AU - Weinberger, Steven E.

AU - Pereira, Anne G.

AU - Iobst, William F.

AU - Mechaber, Alex J.

AU - Bronze, Michael S.

AU - Anderson, Robert J.

AU - Babbott, Stewart F.

AU - Berkowitz, Lee R.

AU - Buranosky, Raquel

AU - Devine, Donna R.

AU - Geraci, Mark W.

AU - Geraci, Stephen A.

AU - Hauer, Karen E.

AU - Hollander, Harry

AU - Kovach, Regina A.

AU - Wildman, Elizabeth A.

PY - 2010/12/7

Y1 - 2010/12/7

N2 - Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.

AB - Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.

UR - http://www.scopus.com/inward/record.url?scp=78751695715&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=78751695715&partnerID=8YFLogxK

M3 - Article

VL - 153

SP - 751

EP - 756

JO - Annals of Internal Medicine

JF - Annals of Internal Medicine

SN - 0003-4819

IS - 11

ER -