INTRODUCTION: The Accreditation Council for Graduate Medical Education (ACGME) introduced the Outcome Project in July 2001 to improve the quality of resident education through competency-based learning. The purpose of this systematic review is to determine and explore the perceptions of program directors regarding challenges to implementing the ACGME Outcome Project. METHODS: We used the PubMed and Web of Science databases and bibliographies for English-language articles published between January 1, 2001, and February 17, 2012. Studies were included if they described program directors' opinions on (1) barriers encountered when attempting to implement ACGME competency-based education, and (2) assessment methods that each residency program was using to implement competency-based education. Articles meeting the inclusion criteria were screened by 2 researchers. The grading criterion was created by the authors and used to assess the quality of each study. RESULTS: The survey-based data reported the opinions of 1076 program directors. Barriers that were encountered include: (1) lack of time; (2) lack of faculty support; (3) resistance of residents to the Outcome Project; (4) insufficient funding; (5) perceived low priority for the Outcome Project; (6) inadequate salary incentive; and (7) inadequate knowledge of the competencies. Of the 6 competencies, those pertaining to patient care and medical knowledge received the most responses from program directors and were given highest priority. CONCLUSIONS: The reviewed literature revealed that time and financial constraints were the most important barriers encountered when implementing the ACGME Outcome Project.
INTRODUCTION: The Accreditation Council for Graduate Medical Education (ACGME) introduced the Outcome Project in July 2001 to improve the quality of resident education through competency-based learning. The purpose of this systematic review is to determine and explore the perceptions of program directors regarding challenges to implementing the ACGME Outcome Project. METHODS: We used the PubMed and Web of Science databases and bibliographies for English-language articles published between January 1, 2001, and February 17, 2012. Studies were included if they described program directors' opinions on (1) barriers encountered when attempting to implement ACGME competency-based education, and (2) assessment methods that each residency program was using to implement competency-based education. Articles meeting the inclusion criteria were screened by 2 researchers. The grading criterion was created by the authors and used to assess the quality of each study. RESULTS: The survey-based data reported the opinions of 1076 program directors. Barriers that were encountered include: (1) lack of time; (2) lack of faculty support; (3) resistance of residents to the Outcome Project; (4) insufficient funding; (5) perceived low priority for the Outcome Project; (6) inadequate salary incentive; and (7) inadequate knowledge of the competencies. Of the 6 competencies, those pertaining to patient care and medical knowledge received the most responses from program directors and were given highest priority. CONCLUSIONS: The reviewed literature revealed that time and financial constraints were the most important barriers encountered when implementing the ACGME Outcome Project.
Authors: John P Fitzgibbons; Donald R Bordley; Lee R Berkowitz; Beth W Miller; Mark C Henderson Journal: Ann Intern Med Date: 2006-06-20 Impact factor: 25.391
Authors: Susan M Martinelli; Kathleen A McGraw; Corey A Kalbaugh; Stephen Vance; Anthony J Viera; David A Zvara; David C Mayer Journal: J Educ Perioper Med Date: 2014-07-01
Authors: Naileshni Singh; Alison A Nielsen; David J Copenhaver; Samir J Sheth; Chin-Shang Li; Scott M Fishman Journal: Pain Med Date: 2018-09-01 Impact factor: 3.750
Authors: Natasha Chida; Christopher Brown; Jyoti Mathad; Kelly Carpenter; George Nelson; Marcos C Schechter; Paulina A Rebolledo; Valeria Fabre; Diana Silva Cantillo; Sarah Longworth; Valerianna Amorosa; Christian Petrauskis; Catherine Boulanger; Natalie Cain; Amita Gupta; Jane McKenzie-White; Robert Bollinger; Michael Melia Journal: J Grad Med Educ Date: 2018-06