| Â Â Â IV.A.4.a) Residents must be provided with protected time to participate in core didactic activities. (Core)
It is intended that residents will participate in structured didactic activities. It is recognized that there may be circumstances in which this is not possible. Programs should define core didactic activities for which time is protected and the circumstances in which residents may be excused from these didactic activities. Didactic activities may include, but are not limited to, lectures, conferences, courses, labs, asynchronous learning, simulations, drills, case discussions, grand rounds, didactic teaching, and education in critical appraisal of medical evidence.
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The Competencies provide a conceptual framework describing the required domains for a trusted physician to enter autonomous practice. These Competencies are core to the practice of all physicians, although the specifics are further defined by each specialty. The developmental trajectories in each of the Competencies are articulated through the Milestones for each specialty.
IV.B.1. The program must integrate the following ACGME competencies into the curriculum: (Core)
IV.B.1.a) Professionalism |
| Residents must demonstrate a commitment to professionalism and an adherence to ethical principles. (Core) IV.B.1.a).(1) Residents must demonstrate competence in: IV.B.1.a).(1).(a) compassion, integrity, and respect for others; (Core) IV.B.1.a).(1).(b) responsiveness to patient needs that supersedes self-interest; (Core)
This includes the recognition that under certain circumstances, the interests of the patient may be best served by transitioning care to another provider. Examples include fatigue, conflict or duality of interest, not connecting well with a patient, or when another physician would be better for the situation based on skill set or knowledge base.
IV.B.1.a).(1).(c) respect for patient privacy and autonomy; (Core) IV.B.1.a).(1).(d) accountability to patients, society, and the profession; (Core) IV.B.1.a).(1).(e) respect and responsiveness to diverse patient populations, including but not limited to diversity in gender, age, culture, race, religion, disabilities, national origin, socioeconomic status, and sexual orientation; (Core) IV.B.1.a).(1).(f) ability to recognize and develop a plan for one's own personal and professional well-being; and, (Core) IV.B.1.a).(1).(g) appropriately disclosing and addressing conflict or duality of interest. (Core) | IV.B.1.b) Patient Care and Procedural Skills |
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Quality patient care is safe, effective, timely, efficient, patient-centered, equitable and designed to improve population health, while reducing per capita costs. (See the Institute of Medicine (IOM)'s Crossing the Quality Chasm: A New Health System for the 21st Century, 2001 and Berwick D, Nolan T, Whittington J. The Triple Aim: care, cost, and quality. Health Affairs. 2008; 27(3):759-769.) In addition, there should be a focus on improving the clinician's well-being as a means to improve patient care and reduce burnout among residents, fellows, and practicing physicians. These organizing principles inform the Common Program Requirements across all Competency domains. Specific content is determined by the Review Committees with input from the appropriate professional societies, certifying boards, and the community.
IV.B.1.b).(1) Residents must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. (Core)
The Review Committee must further specify. IV.B.1.b).(2) Residents must be able to perform all medical, diagnostic, and surgical procedures considered essential for the area of practice. (Core)
The Review Committee must further specify. | IV.B.1.c) Medical Knowledge |
| Residents must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care. (Core)
The Review Committee must further specify.
| IV.B.1.d) Practice-based Learning and Improvement |
| Residents must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and lifelong learning. (Core)
Practice-based learning and improvement is one of the defining characteristics of being a physician. It is the ability to investigate and evaluate the care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and lifelong learning. The intention of this Competency is to help a physician develop the habits of mind required to continuously pursue quality improvement, well past the completion of residency.
IV.B.1.d).(1). Residents must demonstrate competence in: IV.B.1.d).(1).(a) identifying strengths, deficiencies, and limits in one's knowledge and expertise; (Core) IV.B.1.d).(1).(b) setting learning and improvement goals; (Core) IV.B.1.d).(1).(c) identifying and performing appropriate learning activities; (Core) IV.B.1.d).(1).(d) systematically analyzing practice using quality improvement methods, and implementing changes with the goal of practice improvement; (Core) IV.B.1.d).(1).(e) incorporating feedback and formative evaluation into daily practice; (Core) IV.B.1.d).(1).(f) locating, appraising, and assimilating evidence from scientific studies related to their patients' health problems; and, (Core) IV.B.1.d).(1).(g) using information technology to optimize learning. (Core) The Review Committee may further specify by adding to the list of sub-competencies | IV.B.1.e) Interpersonal and Communication Skills |
| Residents must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals. (Core)
IV.B.1.e).(1) Residents must demonstrate competence in: IV.B.1.e).(1).(a) communicating effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds; (Core) IV.B.1.e).(1).(b) communicating effectively with physicians, other health professionals, and health-related agencies; (Core) IV.B.1.e).(1).(c) working effectively as a member or leader of a health care team or professional group; (Core) IV.B.1.e).(1).(d) educating patients, families, students, residents, and other health professionals; (Core) IV.B.1.e).(1).(e) acting in a consultative role to other physicians and health professionals; and, (Core) IV.B.1.e).(1).(f) maintaining comprehensive, timely, and legible medical records, if applicable. (Core) IV.B.1.e).(2) Residents must learn to communicate with patients and families to partner with them to assess their care goals, including, when appropriate, end-of-life goals. (Core)
The Review Committee may further specify by adding to the list of sub-competencies.
When there are no more medications or interventions that can achieve a patient's goals or provide meaningful improvements in quality or length of life, a discussion about the patient's goals, values, and choices surrounding the end of life is one of the most important conversations that can occur. Residents must learn to participate effectively and compassionately in these meaningful human interactions for the sake of their patients and themselves. Programs may teach this sill through direct clinical experience, simulation, or other means of active learning.
| IV.B.1.f) Systems-based Practice |
| Residents must demonstrate an awareness of and responsiveness to the larger context and system of health care, including the social determinants of health, as well as the ability to call effectively on other resources to provide optimal health care. (Core)
Residents must demonstrate competence in: IV.B.1.f).(1) Residents must demonstrate competence in: IV.B.1.f).(1).(a) working effectively in various health care delivery settings and systems relevant to their clinical specialty; (Core)
Medical practice occurs in the context of an increasingly complex clinical care environment where optimal patient care requires attention to compliance with external and internal administrative and regulatory requirements.
IV.B.1.f).(1).(b) coordinating patient care across the health care continuum and beyond as relevant to their clinical specialty; (Core)
Every patient deserves to be treated as a whole person. Therefore it is recognized that any one component of the health care system does not meet the totality of the patient's needs. An appropriate transition plan requires coordination and forethought by an interdisciplinary team. The patient benefits from proper care and the system benefits from proper use of resources.
IV.B.1.f).(1).(c) advocating for quality patient care and optimal patient care systems; (Core) IV.B.1.f).(1).(d) working in interprofessional teams to enhance patient safety and improve patient care quality; (Core) IV.B.1.f).(1).(e) participating in identifying system errors and implementing potential systems solutions; (Core) IV.B.1.f).(1).(f) incorporating considerations of value, cost awareness, delivery and payment, and risk-benefit analysis in patient and/or population-based care as appropriate; and, (Core) IV.B.1.f).(1).(g) understanding health care finances and its impact on individual patients' health decisions. (Core) |
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