Core Competencies Addressed in Grand Rounds of Academic Departments
Background: The Accreditation Councils of Graduate Medical Education (ACGME) and Continuing Medical Education (ACCME) require that educational activities support professional development of health professionals. Core competencies include medical knowledge, patient care and procedural skills, practice-based learning and improvement, professionalism, systems-based practice, and interprofessional communication. Although a review of the Institute of Medicine (IOM) core competencies is a required component of graduate medical education, the frequencies in which the competencies are addressed during grand rounds is unknown. Purpose: To evaluate academic department grand rounds lecture series for content of the IOM recommended core competencies. Methods: This retrospective study involves a review of learning objectives from grand rounds lectures in the five core departments (internal medicine, pediatrics, psychiatry, obstetrics and gynecology (OB/GYN) and family medicine) between January 2014 and June 2015. Each learning objective was reviewed by a senior medical student, acting intern, and faculty member and by consensus assigned to the appropriate core competency. Results: Complete information was available for 271 grand rounds presentations, with 74% having 3 to 4 objectives per lecture. Two or more competencies were covered in 35% of all lectures. Medical knowledge was the primarily addressed core competency, regardless of specialty. About 50% or less of lectures involved solely medical knowledge. Other core competencies are not adequately covered on grand rounds. The fewest objectives were consistently dedicated to interprofessional communication, professionalism, systems-based practice, and practice-based learning. Professionalism was highlighted most by the internal medicine department (p < .01), because one month of lectures was dedicated to the subject. Conclusions: Grand rounds lectures offer educational opportunities to cover the core competencies especially those that do not deal with medical knowledge. In the future, presenters will be provided information about core competencies before their lecture and as a part of their post lecture feedback.
Maenchen, Molly E.; Elizabeth S. Rodriguez; Betty J. Skipper; and William F. Rayburn. "Core Competencies Addressed in Grand Rounds of Academic Departments." (2015). http://digitalrepository.unm.edu/hsc_ed_day/2
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