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The Outcome Project is a long-term initiative by which the ACGME is increasing emphasis on educational outcome assessment. The project delineates educational outcomes related to six general competencies and provides a vast assortment of assessment tools for evaluating the outcomes. This document constitutes the minimum requirements to which an accredited physician assistant program is held accountable. The standards acknowledge the evolution of the PA profession and endorse the fundamental tenet of PA education: competency-based education. Seven major medical organizations have approved the standards. Includes discussion of the performance assessment of outcome-based education, emphasizing the relationship and relevancy between assessment and outcome. Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. This became a taxonomy including three overlapping domains: the cognitive, psychomotor and affective. Each of the domains can be utilized through the interaction of media. Practice prerogatives are defined in ten nonphysician clinician groups. Over twenty clinical tasks were surveyed among the groups and listed in order of frequency of performance, including venipuncture, interpreting lab tests, treating pain, suturing, dispensing drugs, prescribing herbal remedies, etc. Representing ten years of work, this council has developed a list of core competencies for public health professionals. The list, reviewed by over 1,000 public health professionals, includes competencies across 8 domains: analytic assessment skills, policy development/program planning skills, communication skills, cultural competency skills, community dimensions of practice skills, basic public health sciences skills, financial planning and management skills, and leadership and systems thinking skills. Competencies listed comprise the skills, knowledge and attitudes necessary for the broad practice of public health. Proficiencies are identified for front line staff, senior level staff and supervisory/management staff. Includes results of a comprehensive review of 51 PA education program objectives. Course and learning objectives were assigned to 22 various domains with rank ordering based on frequency. The top five most common program level objectives, in rank order, are: “Upon graduation, the student will be able to ... (1) perform therapeutic procedures, such as suturing and giving injections, (2) perform the essential functions of the PA, (3) elicit medical history and perform physical exam, including relevant diagnostic procedures, (4) perform in a professional capacity as a PA, (5) provide patient services under the supervision of a physician.” A two-dimensional competency matrix was constructed, reducing each domain into either a “step in the clinical process” or a “cross-cutting quality or ability used in the step.” Steps include awareness, rapport, diagnosis, treatment, evaluation/modification, care management, referrals, health promotion, practice management and teaching/learing. Cross-cutting qualities include communication, critical reasoning, clinical knowledge, clinical skills, caring, professionalism and systems knowledge (34 pages). Based on a national consensus of fifty leading HIV experts and educationalists, topics, issues and facts were determined that every HIV specialist should know. Using the topic outline, the panel identified over 250 critical education objectives (10 pages). This manual includes general guidelines based on material previously compiled to assist medical school faculty in developing syllabi and writing objectives for their course of study. The frequency of 62 specific clinical skills used by family practice PAs in Iowa (n=77) are presented. Skills listed include provide patient education, dispense medication, make referrals, interpret radiographs, manage depression, counsel on stress management, etc. The frequency of practice of 16 of these skills is compared with level of importance by similar skills by family practice physicians. This document revises the seminal curriculum guidelines developed in 1995 as core competencies describing generic practice behaviors of nurse practitioners upon entry into practice. Eight domains of competencies include: management of client health/illness status, the nurse-client relationship, the teaching-coaching function, professional role, managing and negotiating health care delivery systems, monitoring and ensuring the quality of health care practice, and cultural competence (17 pages). The minimum medical residency program requirements are presented here, listing competencies from six areas including patient care, medical knowledge, practice-based learning/improvement, interpersonal/communication skills, professionalism and systems-based practice (5 pages). This text serves as a practical guide for preparing instructional objectives, clearly illustrating how learning outcomes are predicated by the objectives in terms of student performance. The role of instructional objectives in teaching, testing and evaluation is also described and illustrated. Review pending. A basic review of outcome-based education, introducing the three concentric circles model utilized in the Faculty Resource Manual. Further discusses the three concentric circles as a tool for illustrating outcome-based education. "The model encourages the holistic approach to outcome-based education with the outcome in the middle and outer circles acting through the outcomes in the inner circle. It can be of assistance in curriculum planning and offers a framework for teachers to develop outcomes relevant to their own needs. Modified appropriately, it is a powerful tool for teachers designing (or planning) and implementing the education programme, for examiners assessing the students’ performance and not the least for students who ultimately have the responsibility for learning." This article defines outcome-based education and offers the three concentric circles illustrating various levels of outcome intelligence, which serves as the basic framework of the organizational structure of the Faculty Resource Manual. Description of the job-entry-level skills of the Canadian non-specialist PA, based on the scope of practice for PAs developed by the Canadian Academy of PAs. Areas described include general and specific competencies organized under the following eight categories: patient assessment, clinical investigation/diagnosis, treatment plan, therapeutic interventions, health protection, administrative support, professional responsibilities, and communication. The format includes two appendices titled pathophysiology and medications (24 pages). This exhaustive web-based curricular guide was developed for the third-year internal medicine clerkship, written for internal medicine faculty. The model was designed to remain "true to the values of internal medicine and the importance of personalized, scientific, evidence-based patient care. It places renewed emphasis on mastery of basic general medicine competencies and prescribes ambulatory as well as inpatient clinical learning experiences to achieve these" (122 pages).
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