Objectives (Educational Content) :
1. Describe how Project Professionalism and the concept of professionalism lapses has helped made education and expectations around professionalism explicit in medicine. 2. Identify how principles and practices of competency-based education have impacted on ability to define competency in physicians and deliver on the Quadruple Aim. 3. Describe the move to incorporate more clinical experiences and simulation training in early medical school and graduate medical education and the potential benefits for physicians and society.
Target Audience:
General pediatricians, family physicians, nurse practitioners, physician assistants, social workers, psychologists, and nurses.
Identified Gap:
Medical education has been undergoing dramatic changes over the last two decades, driven by explicit recognition of the need for medical education to ultimately serve the health care needs of those in society, and augmented by new insights and understandings of how the brain works, and how we can best learn. In the second century after Flexner’s groundbreaking redefinition of medical education (1910), advances in promoting professionalism, competency-based education, the impact of early clinical experiences and how the brain works have led to the re-imagined 21st century model of medical education. This model is well positioned to improve the health outcomes of people in society and shape professionals primed to flourish in their careers.
Estimated Time to Complete the Educational Activity:
1 hour(s)
Expiration Date for CE/CME Credit:
07-05-2024
Method of Participation in the Learning Process:
The learner will view the presentation, successfully complete a post-test and complete an activity evaluation.
Evaluation Methods:
All learners must successfully complete a post-test, as well as an activity evaluation, to claim CE/CME credit.
Disclosure:
John Mahan, MD has identified that he has no financial relationships with any ineligible companies.
Accreditation Statement:
Children’s Hospital Medical Center of Akron is accredited by the Ohio State Medical Association to provide continuing medical education for physicians.
CHMCA designates this enduring material activity for a maximum of 1.0 AMA PRA Category 1 Credit TM. Physicians should only claim the credit commensurate with the extent of their participation in the activity.
Bibliography:
Irby DM, Hamstra SJ. Parting the Clouds: Three Professionalism Frameworks in Medical Education. Acad Med. 2016;91:1606–1611
Lucey C, Souba W. Perspective: the problem with the problem of professionalism. Acad Med. 2010 Jun;85(6):1018-24. doi: 10.1097/ACM.0b013e3181dbe51f. PMID: 20505405
Irby DM, Cooke M, O'Brien BC. Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010. Acad Med. 2010 Feb;85(2):220-7. doi: 10.1097/ACM.0b013e3181c88449. PMID: 20107346
Cate OT, Carraccio C. Envisioning a True Continuum of Competency-Based Medical Education, Training, and Practice. Acad Med. 2019 Sep;94(9):1283-1288. doi: 10.1097/ACM.0000000000002687. PMID: 31460916
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