The purpose of this site is to facilitate a better understanding of the current opinions of neonatologists. Your participation is desired and needed. Please carefully read and fill out the 2 minute survey below. This survey is time limited and will close soon. ONLY NEONATOLOGISTS SHOULD COMPLETE THIS SURVEY! Please do not attempt to take the survey more than once.
In July, 2002 all residency programs being certified by the ACGME were required to demonstrate that their trainees were acquiring six core competencies (patient care, medical knowledge, practice based learning, interpersonal communication, professionalism, and systems-based practice). Prior to this transformation in medical education, there had been a more than four decade span of slowly integrating the concept of problem-based learning into medical education (with more than 1600 manuscripts exploring its efficacy).(1,2)
Since 2002, there has been a rapid shift in medical education with required implementation and documentation of the six core competency concept (so rapid that some programs have either been left behind or purposefully resistant to change).(1) A Pubmed search of the term “six core competencies in medical education” will currently yield 91 citations. Not a single manuscript describes a study of a meaningful physician performance or healthcare outcome and three are studies demonstrating marginal compliance by faculty and trainees. The addition of the word “outcomes” to the search adds another article demonstrating poor compliance (but cones the number down to 18).(3,4) This is at a time point almost a decade later.
One of the effects of the six core competencies is a fundamental change in the way we evaluate performance. Instead of mastery of medical information and procedures, trainees are now expected to be evaluated on both core and discrete competencies (e.g. procedural and cultural).
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