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Implementing the Core Competencies: An Example

Learn how to communicate credibility, meet specific needs, and implement effective interventions focusing on core competencies at the University of New Mexico (UNM) medical school. Explore the success of faculty development and CME initiatives through sequenced, multifaceted activities. Discover outcomes analysis, practice changes, and enhanced CME credibility resulting from strategic planning.

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Implementing the Core Competencies: An Example

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  1. Implementing the Core Competencies: An Example Ellen Cosgrove, MD Summers Kalishman, PhD & the Phase 2 Planning Group: Clark Hansbarger, MD, Renate Savich, MD, Craig Timm, MD

  2. Communicating your credibility • Examine your own operation: Who is on the CME Advisory committee? What is the agenda? Routine accreditation of programs…or strategic discussions of cutting edge issues? 2. Fill a real need

  3. UNM Needed: Comprehensive review of required clerkships To improve assessment in the required clerkships To incorporate the competencies into UME

  4. Interventions that “Work” • Sequenced, multifaceted activities • Educational materials • Conferences with participant action • Local opinion leaders • Audit & feedback Mazmanian & Davis JAMA 2002

  5. Putting theory into Practice Designing faculty development as a sequenced, multifaceted activity

  6. FD/ CME Similarities • Results from prior activity evaluation • Requests for topics • Traditional surveys

  7. FD CME

  8. Curriculum change Teaching as skill assessment New drug, device, procedure Showcase faculty or institutional service ContentFD CME

  9. Student performance on USMLE/ school exams AMA grad survey/ Focus groups/ course evals Population health indicators (DOH, CDC) Pt. Interviews/ surveys Chart review Outcome measuresFD CME

  10. The Goals Faculty from all departments identify common problems Faculty from 7 departments agree to adopt a common evaluation approach across all required clerkships Faculty agree to address competencies

  11. Interventions that “Work” • Sequenced, multifaceted activities • Educational materials • Conferences with participant action • Local opinion leaders • Audit & feedback Mazmanian & Davis JAMA 2002

  12. Components • Conference notebook: (2 weeks in advance) “audit & feedback” results survey results literature requested by participants • Retreat included: national ‘thought leaders’ reflecting on UNM data interactive groups led by local opinion leaders measurable results: action & timelines • Follow-up with Clerkship coordinators

  13. OUTCOMES ANALYSIS From sequenced, multifaceted CME events to …. CHANGES in PRACTICE

  14. OUTCOMES Comprehensives changes in assessment adopted • RIME scheme adopted to describe level of mastery of the clinical role (Pangaro Acad Med Nov 1999) • OSCE to assess clinical skills, effective 8/2003 across all clerkships

  15. OUTCOMES • Objectives task force to merge MSOP, ACGME competencies • Clerkship directors commit to develop specific competencies for each required clerkship

  16. Enhanced CME Credibility • The activity had specific, measurable outcomes • The activity was a success—as defined by participants and administration • CME was designated to design and coordinate UNM strategic planning

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