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Curriculum review and reform:
- Step back and take a survey of what our
program's learning objectives should be in systems-based
and practice-based sections of our evolving curriculum
- Re-look at core courses to be sure systems-based
and practice-based issues are there
- Design/implementation of a longitudinal
curriculum in "Managing Care," which integrates
many of the critical skills included under the new competencies
New and adapted training experiences:
- Talking about the competencies at every
possible opportunity with all levels of staff (faculty,
managers, admin) … turn every question or complaint into
an opportunity for discussion about the competencies
- Residents each spend time with a health
paraprofessional in our clinic; they all present what they
learned and brainstorm for QA projects to improve the running
of the clinic, with emphasis of working as a team
- Formalized a method of capturing and
discussing adverse events in weekly "Systems-based
Practice" morning report
- Create longitudinal projects for our residency program
that meet benchmarks for all 6 competencies
- Residents participate in QI projects
Faculty development:
- Faculty discussion of new competencies
and evaluation matrix
- Scheduled faculty development sessions
as part of faculty meetings to discuss the new competencies
and integration into curriculum
New and adapted assessment approaches:
- Revise our remediation plan to incorporate
core competencies to be used in residents' yearly and summary
evaluation, if appropriate
- Get residents to buy into evaluation processes
- Incorporate an evaluation of resident participation on
care management team rounds (nurse manager, care coordinator
and resident meet daily) as part of the 360 degree evaluation
- A portfolio for current students to document demonstrated
competencies (checklist of faculty observed procedures,
etc), projects and papers, resource research
- Implement patient satisfaction surveys
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