User's Guide

THREADS across the Four Components: ACGME Competency Areas and Areas for Greater Emphasis

Where can I Find X, Y or Z?

SPECIFIC SUGGESTIONS for use of the FOUR COMPONENTS OTHER Tools and Resource

Faculty Development

The implications for faculty development in use of the FMCR Project resource are huge and could be the subject of another separately funded project.   Recommendations in this regard have been incorporated into the final report to the government on the work of this contract. However, interwoven throughout the resource are suggested resources for faculty development.   Specifically, these can be found within:

Additionally, within the CCP's preclerkship   "Competency-based Curriculum Resource for Pre-Clerkship Education (using ACGME structure)" document accessible via http://fammed.musc.edu/fmc/data/Preclerkship/ , for each of six files/areas of ACGME competencies, there are described implications for faculty development.   For example, under the area of Interpersonal and Communication Skills and the education of all medical students, the following piece is provided re: faculty development implications :

The principles of faculty development for this core skill include the following:

  1. A faculty leader should be identified, who has the time and resources to develop, organize and oversee this aspect of the curriculum. This leader should have administrative support to coordinate a large and diverse program, which will by necessity involve over 20 faculty and as many locations (for a school of approximately 100 students). Support for this faculty member should include resources to network with national leaders and organizations.
  2. A core group of faculty champions should be identified, representing a diverse group of departments. They should be supported in some fashion and recognized for their contribution to the school. These faculty members should be the core faculty developers for the general faculty and house staff.
  3. All preceptors should have yearly training in making the skills explicit, providing opportunities for observed practice and for giving effective and explicit feedback, and for evaluating the explicit behaviors and the global effectiveness of the learners.
  4. Faculty development should include partnership with national experts from other institutions to validate the approaches that are being taken.
  5. Each school should consider ways to influence the messages that the approach to learning communication skills is a critical skill of excellent doctoring and is a core concept of professionalism and humanism, and not a luxury or "touchy feely" add on. This means that it should have a high stakes quality in the curriculum, and opportunities to link effective communication to specific health outcomes should be reinforced.
 

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This page last updated October 22, 2004