SAHM FELLOWSHIP DIRECTORS ANNUAL LUNCHEON March 19 2015 Boston University School of Medicine asks all individuals involved in the development and presentation of Continuing Medical Education CME activities to disclose all relationships with commercial interests This information is disclosed to ID: 771572
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SAHM FELLOWSHIP DIRECTORS ANNUAL LUNCHEON March 19, 2015
Boston University School of Medicine asks all individuals involved in the development and presentation of Continuing Medical Education (CME) activities to disclose all relationships with commercial interests. This information is disclosed to CME activity participants. Boston University School of Medicine has procedures to resolve apparent conflicts of interest. In addition, presenters are asked to disclose when any discussion of unapproved use of pharmaceuticals and devices is being discussed. Lea Widdice has no commercial relationships to disclose.Karen Soren is the recipient of an investigator-initiated grant form Merck to examine cytology outcomes after HPV vaccineNo discussion of off-label pharmaceuticals or devises. Disclosures:
AgendaSelf-introduction of program directors (verify contact information)Review of ERAS statistics Review of NRMP statisticsReport from AAP Committee on Pediatric Education (content specs, ACGME recommendations)Overview of EPAs, Sub-competencies, MilestonesDiscussionClinical Competency Committees- did they work?Sharing of resources (curriculum and evaluation)
Number of Fellowship Applicants (ERAS) Adolescent Medicine2012 : 25 applicants (19 US/Can, 6 IMG)2013: 20 applicants (15 US/Can, 5 IMG)2014: 27 applicants (22 US/Can, 5 IMG)2015: 34 applicants (25 US/Can, 9 IMG)Peds Rheumatology 2015: 30 total (15/15)Peds Nephrology 2015: 26 total (11/15)Peds Infectious Disease 2015: 45 total (28/17)Peds Endocrinology 2014: 77 total (49/28)
NRMP Match 2014 -2015 2014 2015 n %n%Programs enrolled 25 25 withdrawn 2 0 participating in Match 23 25 filled 11 48% 18 72% unfilled 12 52% 7 28% Positions open 35 36 filled 21 60% 28 78% unfilled 14 40% 8 22% Applicants enrolled 26 32 enrolled and entered a rank list 22 31 matched 21 95% 28 90% unmatched 1 5% 3 10%
Report from COPE (Committee on Pediatric Education) of the AAPMain lesson- ACGME is trying to issue fewer dictates about content – will leave it up to the sub-boards Of 35 page program requirements, only 5 pages outline content areas that should be coveredPush for programs to create new and innovative curricula to teach content; make sure trainees leave competent with for unsupervised practice
EPAs DOMAINS OF COMPETENCE COMPETENCIES MILESTONES Patient Care Medical Knowledge Systems-Based Practice PBL&I Professionalism IP&C Skills Modified from the original version created by Dr. Ann Burke 7 Common 4 Adol Med
Common EPAs EPAs that cross the generalist to subspecialist roleApply public health principles and improvement methodology to improve care for populations, communities, and systems Provide for and obtain consultation from other health care providers caring for children Contribute to the fiscally sound and ethical management of a practice (e.g., through billing, scheduling, coding, and record keeping practices). Facilitate handovers to another healthcare providerLead and work within interprofessional health care teamsEPAs that are common to all subspecialtiesEngage in scholarly activities through the discovery, application, and dissemination of new knowledge (broadly defined)Lead within the subspecialty profession
Adolescent Medicine Specific EPAs Provide care for adolescent and young adult patients with acute physical and mental health issues.Provide continuity of care for adolescent and young adult patients with chronic medical problems and complex health conditions Provide preventive health care that includes the conditions specific to the adolescent and young adult population. Transition care of the adolescent and young adult patient to adult health care settings
What are milestones?Competency-based developmental outcomes (e.g., knowledge, skills, attitudes, and performance) that can be demonstrated progressively by residents and fellows from the beginning of their education through graduation to the unsupervised practice of their specialties One significant point in trainee's development
Example of one milestone continuum for M edical Knowledge
DiscussionDid you have difficulty or encounter problems entering data to ACGME website ? EPA study – results pendingClinical Competency Committees Did they work?What lessons did you learn from facilitating committees?Evaluation toolsDid you develop or already have evaluation tools developed that worked?