DOCSLIB.ORG

A Description of Physician Assistant Postgraduate Residency Training: the Resident’S Perspective

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Description of Physician Assistant Postgraduate Residency Training: the Resident’S Perspective Research Article A Description of Physician Assistant Postgraduate Residency Training: The Resident’s Perspective David Asprey, PhD, PA-C; Lelia Helms, PhD, JD Note: This study was sponsored in part by a grant from the APAP Research Institute. Purpose: Postgraduate residency training is an optional form of education that has existed within the physician assistant profession since 1971. Despite almost three decades of experience, there are no comprehensive data regarding PA residents’ opinions about their residency training. At the time of this study, there were 17 residency programs in 10 different states. This study was undertaken to characterize PA residency training in the United States from the perspective of participants. Methods: This study utilizes a non-experimental, descriptive research design to describe residents’ perspectives of various characteristics, activities and opinions regarding PA postgraduate residency training. Data were collected from a survey instrument reviewed by a select group of residency directors for design and clarity. Standard procedures for gaining approval and clearance for studies involving human subjects were followed. Forty-six (59%) of the 78 enrolled residents responded. Data were entered into a relational database. Descriptive statistical analyses utilized a standard statistical software package. Results: Results from the survey data collected from the PA residents are reported. Data are categorized as follows: resident demographic information, entry-level PA program information, pre-residency program information, residency program information, residency curriculum data, residents’ perceptions of changes in knowledge and skills and residents’ opinions regarding residency. Conclusions: PA postgraduate residency education provides an important educational vehicle for training graduate PAs in specialty care. A substantial proportion of residents proceed directly from entry-level to postgraduate training. Residents report satisfaction with their programs generally and specifically in terms of knowledge and skills acquired. More information comparing the differences between academic and internship models of residency education is needed as is consideration of greater standardization in program record-keeping and support for research into the longitudinal outcomes associated with postgraduate education. (Perspective on Physician Assistant Education 2000;11(2):79–86) Introduction education beyond the entry level and ing specialization and autonomy has for increased specialty training.1,2 If led greater numbers of PAs to seek for- Physician assistant residency educa- the PA profession follows the pattern mal postgraduate training prior to tion has developed in response to a of physicians and several other health- entering the specialty of their choice or perceived need for standardization of care professions, postgraduate residen- transferring from one specialty to cy education may become an expecta- another. David Asprey is the program director and an associ- tion for practitioners. There are two basic types of PA ate professor for the Physician Assistant Program, The The role of the PA has expanded postgraduate residency programs: College of Medicine, University of Iowa, Iowa City, dramatically over the past 30 years. internship and academic model pro- Iowa. Lelia Helms is a professor of Planning, Policy 5 and Leadership, The College of Education, University Today PAs are practicing medicine grams. Internship model programs of Iowa, Iowa City, Iowa. with substantial autonomy in virtually include a modest, practically oriented, every specialty area of medicine.3,4 didactic curriculum combined with Correspondence should be addressed to: Increased autonomy and specialization intensive clinical rotations and educa- David Asprey, PhD, PA-C have resulted in a need for practical, tional experiences. They lead to a cer- Program Director and Associate Professor postgraduate, specialty education. To tificate of completion. Academic model Physician Assistant Program The College of Medicine date, most PAs accomplish specialty programs combine a highly structured University of Iowa education through extensive on-the- and formalized didactic education Iowa City, IA 52242 job training with one-on-one educa- (through courses taken for graduate Voice: 319-335-8920 Fax: 319-335-8923 tion from physicians practicing the credit) with clinical rotations and lead e-mail: [email protected] specialty.3 The trend towards increas- to a master’s degree (or credit towards PERSPECTIVE ON PHYSICIAN ASSISTANT EDUCATION, VOL. 11, NO. 2, SPRING 2000 79 A DESCRIPTION OF P HYSICIAN A SSISTANT P OSTGRADUATE R ESIDENCY T RAINING a master’s degree) upon completion. this study at its general membership sis generally consists of summary statis- Because of the different foci of these meeting in May 1997. tics for each parameter reported. two models of residency programs, this In May 1998, surveys were sent to study reports findings by these two cat- residency program directors for distrib- Results egories as appropriate for identifying ution to all their enrolled residents. The important differences between them. surveys were accompanied by a cover Findings are presented in the follow- letter signed by the study author and co- ing general categories: demographics, Purpose signed by the president of APPAP. To information about entry-level PA pro- provide residents with some measure of gram, pre-residency information, pro- This study reports findings from confidentiality in reporting unfavorable gram selection and enrollment, program the second in a two-part comprehen- comments and to add to the integrity of curriculum, and opinions about residen- sive study inventorying PA postgradu- responses, each resident received an cy training. When appropriate, findings ate residency programs. The first part, envelope in which to seal and, thereby, are subcategorized into respondents in “A Description of Physician Assistant secure the completed survey prior to internship and academic model pro- Postgraduate Residency Training: The returning it to the program director. grams. A total of 46 surveys were Director’s Perspective,”5 inventoried After one month, residency directors returned. Occasionally, respondents did residency programs from information who had not returned surveys from cur- not complete all fields of the question- provided by program directors. This rently enrolled residents were contacted. naire and thus the identified number of study, conducted contemporaneously Problems identified through this proce- responses for the data will vary. in May 1998 with the first, sought dure were addressed and assistance in information from currently enrolled, completing the surveys was provided as Resident Demographic Information postgraduate residents about their appropriate. The method of administer- backgrounds, professional history, and ing the survey via the program directors Currently enrolled residents were opinions regarding the value of their was utilized with the assumption that almost evenly divided between males training. This study does not rely or the directors could more effectively (n=23, 51%) and females (n=22, 49%). build upon on either existing descrip- coordinate the distribution and collec- Respondents (n=44) were predomi- tive information or on well-formulated tion of the survey from busy residents nantly white (86%) with the remainder educational theory as its foundation. and thus improve the response rate. being African-American (14%). No Instead, its purpose is to develop an The method of administering the other ethnic identity was represented in initial inventory of baseline informa- surveys for residents resulted in some this group of respondents. The mean tion about PA postgraduate residency limitations in response rates. In the age reported was 34.4 years (n=44, training as described by PA residents companion study, 16 of the 17 directors SD=8.4, range 24–57). enrolled at the time of this study. of postgraduate residency programs returned their inventories. Of these 16, Entry-Level PA Program Information Methods only 14 directors returned surveys col- lected from residents enrolled in their As presented in Table 1, 45 (98%) of A survey instrument requesting programs. The two programs that the residents provided the name of their information about residents’ back- returned information from directors, entry-level PA program. The most com- grounds and experiences was devel- but not from residents, enrolled six res- monly reported entry-level PA programs oped and reviewed by a select group of idents. Of the 14 programs that did attended were Alderson-Broaddus PA residents and residency directors to return surveys from their residents, 46 College, George Washington University, identify problems of design and clarity. (64%) of the residents (n=72) enrolled University of Southern California, and The study employed a non-experimen- in May 1998 completed inventories. Western Michigan University. tal, descriptive research design. It uti- These responses comprise the database Residents were asked what creden- lized a questionnaire to ask residents for the information about residents’ per- tial(s) they were awarded from their about their various characteristics, spectives on their postgraduate pro- entry-level PA program. More than one backgrounds, activities, and opinions grams in this analysis. choice could be selected. All respon- regarding PA postgraduate residency Data collected from the survey were dents
Load more

Recommended publications
  • Psychiatry Residency + Phd Track
    Psychiatry Residency + PhD Track Psychiatry Residency + PhD Track The Department of Psychiatry at Mount Sinai has been awarded NIMH support for this extraordinary and groundbreaking program—unique in the nation—offering a 2nd path to MD/PhD training for up to 2 residents per year. Designed for residents ready to commit to both psychiatry and research, the “PhD+” program longitudinally integrates clinical and research training over 7 years. It also offers the possibility of substantial financial advantages through NIH’s Loan Repayment Program (up to $35,000 per year for up to 6 years). As the fields of neuroscience and genetics have advanced in knowledge base and research strategies and techniques, PhD-level training may be a necessity for both effective translational research and obtaining research funding. Unfortunately, the number of psychiatrist MD/PhD researchers is small. Additionally, while the NIH has long supported Medical Scientist Training Programs, the established method of combined MD/PhD training is inefficient, in that the period of intense research and PhD completion is followed by many years of clinical training, meaning a long separation from research, a decline in research skills, a distance from the knowledge base and collaborators, and a need to retrain after residency. Our PhD+ track participates as Residency + PhD (1490400C3) in the offerings of the Icahn School of Medicine at Mount Sinai’s Psychiatry Residency Training Program, so that applicants may enter the program via the NRMP as PGY-1s. Current PGY-1s may also transfer into this track, from within our residency or from elsewhere. The PhD+ program consists of 5 components: 1) Completion of all clinical rotations/experiences required for Board Certification by the American Board of Psychiatry and Neurology; attendance at core didactics of the Residency Program.
    [Show full text]
  • 2019‐2020 Internal Medicine Residency Handbook Table of Contents Contacts
    2019‐2020 Internal Medicine Residency Handbook Table of Contents Contacts ............................................................................................................................................ 1 Introduction ...................................................................................................................................... 2 Compact ............................................................................................................................................ 2 Core Tenets of Residency ……………………………………………………………………………………………………………3 Program Requirements ……………………………………………………………………………………………………………….6 Resident Recruitment/Appointments .............................................................................................. 9 Background Check Policy ................................................................................................................ 10 New Innovations ............................................................................................................................. 11 Social Networking Guidelines ......................................................................................................... 11 Dress Code ...................................................................................................................................... 12 Resident’s Well Being ...................................................................................................................... 13 Academic Conference Attendance ................................................................................................
    [Show full text]
  • ACGME Specialties Requiring a Preliminary Year (As of July 1, 2020) Transitional Year Review Committee
    ACGME Specialties Requiring a Preliminary Year (as of July 1, 2020) Transitional Year Review Committee Program Specialty Requirement(s) Requirements for PGY-1 Anesthesiology III.A.2.a).(1); • Residents must have successfully completed 12 months of IV.C.3.-IV.C.3.b); education in fundamental clinical skills in a program accredited by IV.C.4. the ACGME, the American Osteopathic Association (AOA), the Royal College of Physicians and Surgeons of Canada (RCPSC), or the College of Family Physicians of Canada (CFPC), or in a program with ACGME International (ACGME-I) Advanced Specialty Accreditation. • 12 months of education must provide education in fundamental clinical skills of medicine relevant to anesthesiology o This education does not need to be in first year, but it must be completed before starting the final year. o This education must include at least six months of fundamental clinical skills education caring for inpatients in family medicine, internal medicine, neurology, obstetrics and gynecology, pediatrics, surgery or any surgical specialties, or any combination of these. • During the first 12 months, there must be at least one month (not more than two) each of critical care medicine and emergency medicine. Dermatology III.A.2.a).(1)- • Prior to appointment, residents must have successfully completed a III.A.2.a).(1).(a) broad-based clinical year (PGY-1) in an emergency medicine, family medicine, general surgery, internal medicine, obstetrics and gynecology, pediatrics, or a transitional year program accredited by the ACGME, AOA, RCPSC, CFPC, or ACGME-I (Advanced Specialty Accreditation). • During the first year (PGY-1), elective rotations in dermatology must not exceed a total of two months.
    [Show full text]
  • PGY2 Geriatric Residency Brochure
    Applicant Contact Information Requirements John Roefaro, PharmD, BCGP, FASHP United States citizenship Residency Program Director PharmD degree from an ACPE- accredited college of pharmacy Email: [email protected] Completion of an ASHP- Phone: 857-303-2146 accredited PGY1 pharmacy residency Please apply via PhORCAS Active pharmacist licensure in NMS code: 672654 any US state Letter of intent Application deadline: January 18th Curriculum vitae Three letters of recommendation Our program is a partnership with including one from the program the Harvard Geriatrics Fellowship director of applicant’s PGY-1 pro- gram and the Geriatric Research Educa- PGY-2 Geriatric Complete official transcripts tion Clinical Center (GRECC) Pharmacy Application submitted via Residency Program PhORCAS Join our team! Experiences at the Brockton, Jamaica Plain, and West Roxbury campuses Program Goals The VA Boston Healthcare System offers a Core Experiences one-year ASHP-accredited PGY-2 residency in geriatrics. The purpose of this residency • Interprofessional geriatrics clinic • Palliative care program is to prepare the resident for a career in geriatric clinical pharmacy prac- • Home-based primary care tice. The graduate of this program will be • Long-term care proficient in optimization of geriatric phar- • Hospital in home macotherapy, medication reconciliation • Aging research and med management in older adults, and • Didactic learning with geriatric medicine intimately familiar with multi-disciplinary fellows through the Harvard Multicampus team assessment and management of the Geriatrics Fellowship older patient. The resident will receive comprehensive, Elective Experiences Resident Positions intense, and individualized training in as- • Primary care pharmacy clinic, with pharma- • There is one position available for the pects of geriatrics from dedicated, passion- cist as the provider with prescriptive privi- PGY2 geriatric pharmacy program.
    [Show full text]
  • GERIATRIC MEDICINE What Is Geriatric Medicine?
    GERIATRIC MEDICINE What is Geriatric Medicine? Geriatrics is the branch of medicine that focuses on health promotion, prevention, and diagnosis and treatment of disease and disability in older adults. In recent surveys, geriatricians are among the most satisfied physicians in terms of their choice of specialty. Geriatrics offers a wide diversity of career options and is a clinically and intellectually rewarding discipline given the medical complexity of older adults. Geriatricians reap the rewards of making a difference in a patient’s level of independence, well- being and quality of life. With the rapid growth of the older population in the United States, there is a pressing demand for physicians with specialized training in geriatrics. ama-assn.org/specialty/geriatric-medicine The Birth of “Geriatric” Medicine • In 1909, Austrian born physician, Ignatz Leo Nascher coined the term “geriatrics” for care of the elderly, explaining, “Geriatrics, from geras, old age, and iatrikos, relating to the physician, is a term I would suggest as an addition to our vocabulary, to cover the same field in old age that is covered by the term pediatrics in childhood, to emphasize the necessity of considering senility and its disease apart from maturity and to assign it a separate place in medicine.” • Until Nascher’s time, older adults were not treated differently or in different ways than other adult patients. Social forces came into play in the period during WWI and WWII that both necessitated and facilitated long-term care for the elderly: The number of elderly people began to increase due to improvements in economic conditions and medicine.
    [Show full text]
  • Postgraduate Training for Md-Phds Optimizing the Path to Independence Part I: Research Residencies
    POSTGRADUATE TRAINING FOR MD-PHDS OPTIMIZING THE PATH TO INDEPENDENCE PART I: RESEARCH RESIDENCIES 2015 NATIONAL ASSOCIATION OF MD-PHD PROGRAMS ANNUAL PROFESSIONAL DEVELOPMENT MEETING Robin G. Lorenz, M.D., Ph.D. Assistant Dean for Physician Scientist Education Department of Pathology University of Alabama at Birmingham [email protected] Presenters • Larry S. Schlesinger, M.D. • Samuel Saslaw Professor of Medicine • Chair, Department of Microbial Infection & Immunity • Director, Center for Microbial Interface Biology and the Medical Scientist Training Program • The Ohio State University • • Arthur Gutierrez-Hartmann, MD • Professor, Medicine-Endocrinology, Metab & Diabetes, Biochemistry and Molecular Genetics • Director, MSTP and PSTP • University of Colorado School of Medicine • • Alexander Adami • MD/PhD student • University of Connecticut School of Medicine • APSA Technology Committee Objectives MD or Residency/Fellowship Career in MD/PhD Research Program and Medicine What residency programs support physician scien3st training? What residency programs do MD/PhD graduates enter? Report on Residents AAMC data 2011-2013 • In 2013 3.4% of all active residents who are graduates from US MD-granting medical schools were MD-PhD graduates • Of those individuals (MD and MD-PhD) who completed residency training from 2004-2013, 15.9% currently hold a full-time faculty appointment at a US MD- granting medical school Report on Residents (AAMC data 2011-2013) 30.0% 25.0% * 20.0% * 15.0% * 2011 10.0% 2012 * * 2013 5.0% 0.0% Report on Residents (AAMC data 2011-2013) 4.0% * 3.5% 3.0% 2.5% 2.0% 1.5% 1.0% 2011 2012 0.5% 2013 0.0% National Data, Ranked by Specialty Paik, JAMA 302: 1271, 2009 Why do MD/PhD or MDs not pursue a career in research? Graduates did not have a good Private prac3ce becomes more experience in research and do arac3ve than academics not want to con3nue.
    [Show full text]
  • Roadmap to Choosing a Medical Specialty Questions to Consider
    Roadmap to Choosing a Medical Specialty Questions to Consider Question Explanation Examples What are your areas of What organ system or group of diseases do you Pharmacology & Physiology à Anesthesia scientific/clinical interest? find most exciting? Which clinical questions do Anatomy à Surgical Specialty, Radiology you find most intriguing? Neuroscience à Neurology, Neurosurgery Do you prefer a surgical, Do you prefer a specialty that is more Surgical à Orthopedics, Plastics, Neurosurgery medical, or a mixed procedure-oriented or one that emphasizes Mixed à ENT, Ob/Gyn, EMed, Anesthesia specialty? patient relationships and clinical reasoning? Medical à Internal Medicine, Neurology, Psychiatry See more on the academic advising website. What types of activities do Choose a specialty that will allow you to pursue Your activity options will be determined by your practice you want to engage in? your non-medical interests, like research, setting & the time constraints of your specialty. Look at teaching or policy work. the activities physicians from each specialty engage in. How much patient contact Do you like talking to patients & forming Internal & Family Medicine mean long-term patient and continuity do you relationships with them? What type of physical relationships. Radiology & Pathology have basically no prefer? interaction do you want with your patients? patient contact. Anesthesiologists & EMed docs have brief and efficient patient interactions. What type of patient Look at the typical patient populations in each Oncologists have patients with life-threatening diseases. population would you like specialty you’re considering. What type of Pediatricians may deal with demanding parents as well as to work with? physician-patient relationship do you want? sick infants and children.
    [Show full text]
  • Residency Program Characteristics and Individual Physician Practice Characteristics Associated with Family Physician Scope of Practice Anastasia J
    Research Report Residency Program Characteristics and Individual Physician Practice Characteristics Associated With Family Physician Scope of Practice Anastasia J. Coutinho, MD, MHS, Zachary Levin, Stephen Petterson, PhD, Robert L. Phillips Jr, MD, MSPH, and Lars E. Peterson, MD, PhD Abstract Purpose first recertification examination with SCoP (0.26 increase in SP4PC); those A family physician’s ability to provide the American Board of Family Medicine from major teaching hospitals had lower continuous, comprehensive care begins (2013–2016)—7 to 10 years after SCoP (0.18 decrease in SP4PC). in residency. Previous studies show that completing residency. The authors used patterns developed during residency may linear regression analyses to examine the Conclusions be imprinted upon physicians, guiding relationship between individual physician Residency program characteristics future practice. The objective was to SCoP (measured by the SCoP for primary may influence family physicians’ determine family medicine residency care [SP4PC] score [scale of 0–30; low SCoP, although less than individual characteristics associated with graduates’ = small scope]) and individual, practice, characteristics do. Broad SCoP may imply scope of practice (SCoP). and residency program characteristics. more comprehensive care, which is the foundation of a strong primary care Method Results system to increase quality, decrease cost, The authors used (1) residency program The authors sampled 8,261 physicians and reduce physician burnout. Some data from the 2012 Accreditation from 423 residencies. The average SP4PC residency program characteristics can Council for Graduate Medicine Education score was 15.4 (standard deviation, 3.2). be altered so that programs graduate Accreditation Data System and (2) Models showed that SCoP broadened physicians with broader SCoP, thereby self-reported data supplied by family with increasing rurality.
    [Show full text]
  • Federal Support for Graduate Medical Education: an Overview
    Federal Support for Graduate Medical Education: An Overview Updated December 27, 2018 Congressional Research Service https://crsreports.congress.gov R44376 SUMMARY R44376 Federal Support for Graduate Medical December 27, 2018 Education: An Overview Elayne J. Heisler, Access to health care is, in part, determined by the availability of physicians, a function Coordinator of the physician supply. Policymakers have demonstrated a long-standing interest in Specialist in Health access to care, both in general and for specific populations. Moreover, federal support Services for medical residency training (a.k.a., graduate medical education [GME]) is the largest source of federal support for the health care workforce. Although the health workforce Bryce H. P. Mendez includes a number of professions, the size of the federal investment in GME—estimated Analyst in Defense Health at $16 billion in 2015—makes it a policy lever often considered to alter the health care Care Policy workforce and impact health care access. This report describes federal programs that provide GME support. Although these programs may also support training for other Alison Mitchell health professions, this report focuses on training for physicians, who receive the bulk of Specialist in Health Care GME support. The report examines GME support in Medicare, Medicaid, the Financing Department of Veterans Affairs, the Department of Defense, and programs administered by the Health Resources and Services Administration, such as the Children’s Hospital Sidath Viranga Panangala and Teaching Health Center GME payment programs. The report details the mechanisms Specialist in Veterans that various federal programs use to support GME and provides data, when available, on Policy funding and the number of trainees.
    [Show full text]
  • A Guide to Anesthesiology for Medical Students
    A GUIDE TO ANESTHESIOLOGY FOR MEDICAL STUDENTS Courtesy of the ASA Committee on Residents and Medical Students EDITORS IN CHIEF Emmett Whitaker, M.D. Johns Hopkins Class of 2010 Former Resident Component President Johns Hopkins University Medical Center Ronald L. Harter, M.D. Jay J. Jacoby Professor and Chair Department of Anesthesiology The Ohio State University Medical Center Basem B. Abdelmalak, M.D. Professor of Anesthesiology Departments of General Anesthesiology and Outcomes Research Director, Center for Sedation and Director, Anesthesia for Bronchoscopic Surgery Cleveland Clinic Lerner College of Medicine ASSOCIATE EDITORS Rafi Avitsian, M.D. Jia Lin, M.D., Ph D. Cleveland Clinic Cleveland Clinic Cleveland, Ohio Cleveland, Ohio Thomas B. Bralliar, M.D. Mohammed Minhaj, M.D. Cleveland Clinic University of Chicago Medical Center Cleveland, Ohio Chicago, lllinois Sorin J. Brull, M.D. Kathy Schlecht, D.O. Mayo Clinic Florida South Oakland Anesthesia Associates Jacksonville, Florida Troy, Michigan Beaumont Hospital Stephanie Jones, M.D. Royal Oak, Michigan Beth-Israel Deaconess Medical Center Boston, Massachusetts Brian Vaughan, M.D. The Christ Hospital Stephen J. Kimatian, M.D. Anesthesia Associates of Cincinnati Cleveland Clinic Cincinnati, Ohio Cleveland, Ohio Created 12/2014, Revised 12/2018 2 INTRODUCTION Welcome, and congratulations! By picking up this book, you are exposing yourself to one of the most exciting and rewarding specialties in medicine. I invite you to peruse these pages and experience what anesthesiology is all about. Anesthesiology is a specialty that traverses many other fields. For an anesthesiologist, day-to-day practice doesn’t just mean putting patients to sleep for surgery. A good anesthesiologist needs solid foundations in medicine, surgery, physiology, and pharmacology to deliver a safe and effective anesthetic.
    [Show full text]
  • Assessment in Graduate Medical Education: a Primer for Pediatric Program Directors
    Assessment in Graduate Medical Education: A Primer for Pediatric Program Directors The American Board of Pediatrics and The Association of Pediatric Program Directors Supported by the ABP Foundation Assessment in Graduate Medical Education: A Primer for Pediatric Program Directors Program Directors Committee of the American Board of Pediatrics Project Leaders: Carol L. Carraccio, MD, MA Patricia J. Hicks, MD Contributors: Ann E. Burke, MD M. Douglas Jones, Jr., MD Stephen Ludwig, MD Gail A. McGuinness, MD Julia A. McMillan, MD Richard P. Shugerman, MD Suzanne K. Woods, MD Alan Schwartz, PhD, Editor Copyright © 2011, American Board of Pediatrics, 111 Silver Cedar Court, Chapel Hill, NC, 27514. All rights re- served. This project was developed by the Program Directors Committee of American Board of Pediatrics (ABP) and the Association of Pediatric Program Directors (APPD) and sponsored by the ABP Foundation. The contributors grate- fully acknowledge the administrative support of Pam Moore at ABP. The document is available on the ABP Web site www.abp.org and the APPD Web site www.appd.org. Suggested citation: Schwartz A, editor. 2011. Assessment in Graduate Medical Education: A Primer for Pediatric Program Directors. Chapel Hill, NC: American Board of Pediatrics. Assessment in Graduate Medical Education: A Primer for Pediatric Program Directors Contents Part I: Introduction to Assessment Principles and Techniques ..................................................................... 5 1. Measurement Principles in Medical Education ...................................................................................
    [Show full text]
  • UGRC) Glossary of Terms
    Undergraduate Medical Education to Graduate Medical Education Review Committee (UGRC) Glossary of Terms Organizations ACCME: Accreditation Council for Continuing Medical Education ACGME: Accreditation Council for Graduate Medical Education AACOM: American Association of Colleges of Osteopathic Medicine ABMS: American Board of Medical Specialties AMA: American Medical Association AOA: American Osteopathic Association AAMC: Association of American Medical Colleges CMS: Centers for Medicare and Medicaid Services CMSS: Council of Medical Specialty Societies Coalition: Coalition for Physician Accountability ECFMG: Educational Commission for Foreign Medical Graduates FSMB: Federation of State Medical Boards LCME: Liaison Committee on Medical Education NBME: National Board of Medical Examiners NBOME: National Board of Osteopathic Medical Examiners NRMP: National Resident Matching Program OPDA: Organization of Program Director Associations UGRC: Undergraduate Medical Education to Graduate Medical Education Review Committee Terms: Away Rotations: A clinical experience at a teaching hospital or clinic that is not affiliated with a student’s medical school. CiM: Careers in Medicine COMLEX-USA: Comprehensive Osteopathic Medical Licensing Examination of the United States DEI: Diversity, equity and inclusion DIOs: Designated institutional officials DO: Doctor of osteopathic medicine Educational Continuum: Term that describes the span of a physician’s education, from undergraduate medical education (medical school) to graduate medical education (residency
    [Show full text]