A Practical Guide to Teaching and Assessing the ACGME Core Competencies, 2nd Edition
Gary D. Smith, Ed.D., Ruth H. Nawotniak, MS, CTAGME, Elizabeth Rider, MSW, MD, FAAP
Perfect Paperback: 394 pages + bonus downloadable tools
Size: 8.5" x 11"
(click button below for the very best currently available price for this important resource)
Competency assessment and documentation help, all in one place.
Teach, assess, and document the competencies with this best-selling, step-by-step guide.
This book and downloadable tools provide a fully updated, step-by-step guide to help residency program directors, coordinators, and medical educators teach, assess, and document all six ACGME core competencies. With expanded content from 11 experts in the field, this resource offers best practices, sample tools, and in-depth expert insights for each of the competencies. Moreover, this edition includes learning activities for each competency, as well as a new chapter on “the hidden curriculum.” What’s new in this edition?
New chapter examining the “hidden curriculum” in GME, focusing on ways that the culture of the learning environment influences how residents learn to treat their patients and coworkers, as well as approaches to align the hidden and formal curricula
Six new contributing authors who share their best practices for teaching and assessing the core competencies
Fully updated reviews of the medical education literature to ensure you have the most up-to-date methods for documenting and measuring resident competency
Expanded evaluation tools, forms, and resources.
With this book and downloadable tools, you will be able to:
Get the in-depth understanding needed to teach the competencies to faculty and residents
Use sample tools, forms, and methodologies as a basis for teaching and assessing the competencies
Save time otherwise spent searching for competency-specific articles and resources, synthesizing the information, and developing tools from scratch
Master difficult competencies like practice-based learning and improvement and systems-based practice
Develop objective measures and evaluations for the traditionally more subjective competencies like professionalism and interpersonal and communication skills
This resource is organized by competency for your convenience. Each competency chapter includes:
Definition of the competency and introduction
"A Practical Guide To Teaching and Assessing the ACGME Core Competencies is a succinct and well-organized publication that addresses each competency in its own chapter, making it easy for us to find specifics when updating our program’s assessment tools. Not all groups learn by the same method, and in this book each chapter includes basic definitions, multiple strategies to incorporate the competency into the program’s curriculum, and different tools to assess the effectiveness." - Katherine Newsum, Program Coordinator, General Surgery Residency Florida Hospital, Orlando
"A Practical Guide to Teaching and Assessing the ACGME Core Competencies was a timely reference in preparing for our site visit. This book contains best practice models, assessment tools, sample forms, and templates shared from other teaching programs and institutions. Faculty development is vital and this book was helpful in enhancing knowledge of the competencies and how to assess them. I highly recommend this book to residency program directors seeking to objectively document how residents achieve competence in the six general dimensions of practice. It is a good addition to any GME library." - Cynthia G. Pineda, M.D., FAAPM&R, Associate Program Director, Physical Medicine and Rehabilitation Residency Training Program, Georgetown University Hospital-National Rehabilitation Hospital
Who will benefit? Residency/fellowship program director, residency/fellowship program coordinator, designated institution official, graduate medical education coordinator, GME administrator, GME committee members and leadership, directors of medical education and more.
Elizabeth A. Rider, MSW, MD, FAAP, is director of academic programs at the Institute for Professionalism and Ethical Practice, Children’s Hospital Boston; director of programs for Communication Skills at the John D. Stoeckle Center for Primary Care Innovation, Massachusetts General Hospital; and assistant professor of pediatrics at Harvard Medical School. She is board certified in both pediatrics and clinical social work. She teaches and consults nationally and internationally on communication skills, relationship-centered care, reflective practice, and medical education program development.
Ruth H. Nawotniak, MS, CTAGME, is a co-founder of the National Board for Certification of Training Administrators of Graduate Medical Education Programs (TAGME), and its first president. Nawotniak spearheaded the creation of TAGME to establish standards for the profession, to acknowledge the expertise needed to successfully manage GME programs. She currently serves as the general surgery training program administrator at the University at Buffalo-SUNY. In addition, she has presented across the country and has authored or co-authored many publications on various facets of GME.
Contributors: David C. Leach, MD • Judith Bowen, MD • William Branch, MD, MACP • Eugene C. Corbett, Jr., MD, FACP • Richard Cruess, MD • Sylvia Cruess, MD • F. Daniel Duffy, MD • Frederic W. Hafferty PhD • Stacy Higgins, MD, FACP
With more than 17 years of experience, HCPro, Inc. is a leading provider of integrated information, education, training, and consulting products and services in the vital areas of healthcare regulation and compliance. The company's mission is to meet the specialized informational, advisory, and educational needs of the healthcare industry. As an acknowledged industry authority in healthcare regulation and compliance, HCPro focuses on providing its expertise in the areas of accreditation, medical staff affairs, credentialing, privileging, medical record management, regulatory compliance, nursing, quality/patient safety, infection control, and workplace safety.
Please remember that the government no longer allows a grace period for annual code sets. The new HIPAA Transaction and Code Set Rule requires providers to use national medical code sets that are valid at the time that a service is provided. ICD-9-CM code revisions become effective October 1st each year while CPT and HCPCS code revisions become effective January 1st. In order for you to meet this requirement, you must have the revised CPT, HCPCS, and ICD-9-CM codes in your possession before the implementation dates. The best way to do this is to order your code books early. Review current coding resources.
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