BACKGROUND: In the original contract for the Family Medicine Curricular Resource Project (FMCRP), the Health Resources and Services Administration (HRSA), Division of Medicine and Dentistry, charged the FMCRP executive committee with reviewing recent medical education reform proposals and relevant recent curricula to develop an analytical framework for the project. METHODS: The FMCRP executive and advisory committees engaged in a review and analysis of a variety of curricular reform proposals generated during the last decade of the 20th century. At the same time, in a separate and parallel process, representative individuals from all the family medicine organizations, all levels of learners, internal medicine and pediatric faculty, and the national associations of medical and osteopathic colleges (Association of American Medical Colleges and the American Association of Colleges of Osteopathic Medicine) were involved in group discussions to identify educational needs for physicians practicing in the 21st century. RESULTS: After deliberation, a theoretical framework was chosen for this undergraduate medical education resource that mirrors the Accreditation Council for Graduate Medical Education (ACGME) competencies, a conceptual design originated for graduate medical education. DISCUSSION: In addition to reflecting the current environment calling for change and greater accountability in medical education, use of the ACGME competencies as the theoretical framework for the FMCR provides a continuum of focus between the two major segments of physician education: medical school and residency.
BACKGROUND: In the original contract for the Family Medicine Curricular Resource Project (FMCRP), the Health Resources and Services Administration (HRSA), Division of Medicine and Dentistry, charged the FMCRP executive committee with reviewing recent medical education reform proposals and relevant recent curricula to develop an analytical framework for the project. METHODS: The FMCRP executive and advisory committees engaged in a review and analysis of a variety of curricular reform proposals generated during the last decade of the 20th century. At the same time, in a separate and parallel process, representative individuals from all the family medicine organizations, all levels of learners, internal medicine and pediatric faculty, and the national associations of medical and osteopathic colleges (Association of American Medical Colleges and the American Association of Colleges of Osteopathic Medicine) were involved in group discussions to identify educational needs for physicians practicing in the 21st century. RESULTS: After deliberation, a theoretical framework was chosen for this undergraduate medical education resource that mirrors the Accreditation Council for Graduate Medical Education (ACGME) competencies, a conceptual design originated for graduate medical education. DISCUSSION: In addition to reflecting the current environment calling for change and greater accountability in medical education, use of the ACGME competencies as the theoretical framework for the FMCR provides a continuum of focus between the two major segments of physician education: medical school and residency.
Authors: Judith K Ockene; Rashelle B Hayes; Linda C Churchill; Sybil L Crawford; Denise G Jolicoeur; David M Murray; Abigail B Shoben; Sean P David; Kristi J Ferguson; Kathryn N Huggett; Michael Adams; Catherine A Okuliar; Robin L Gross; Pat F Bass; Ruth B Greenberg; Frank T Leone; Kola S Okuyemi; David W Rudy; Jonathan B Waugh; Alan C Geller Journal: J Gen Intern Med Date: 2016-02 Impact factor: 5.128
Authors: Rashelle B Hayes; Alan Geller; Linda Churchill; Denise Jolicoeur; David M Murray; Abigail Shoben; Sean P David; Michael Adams; Kola Okuyemi; Randy Fauver; Robin Gross; Frank Leone; Rui Xiao; Jonathan Waugh; Sybil Crawford; Judith K Ockene Journal: Contemp Clin Trials Date: 2014-01-31 Impact factor: 2.226