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Publications

Abstracts for research papers, reports, and commentaries that are supported in part or in full by the ABP or ABP Foundation or on which ABP staff serve as authors – and have been published in major journals – are provided below.

Displaying 71 - 75 of 176
Carraccio C, Englander R, Holmboe EH, Kogan JR
2016
Academic Medicine
Pub Med #:
ABSTRACT:

To address the long-standing challenge of meaningful trainee assessment, the authors reviewed and expanded on the Accountable Assessment for Quality Care and Supervision (AAQCS) equation. The equation proposes that care quality is the product of the interaction between trainee performance (measured by workplace assessment) and supervision (required level of intervention to ensure care quality) in the context of the environment where the care occurs: Trainee performance × Appropriate supervision = Safe, effective patient-centered care. Assessing trainee performance and matching that...

Englander R, Flynn T, Call S, Carraccio C, Cleary L, Fulton T, Garrity M, Lieberman S, Lindeman B, Lypson M, Minter R, Rosenfield J, Thomas J, Wilson MC, and Aschenbrener C
2016
Academic Medicine
Pub Med #:
ABSTRACT:

Currently, no standard defines the clinical skills that medical students must demonstrate upon graduation. The Liaison Committee on Medical Education bases its standards on required subject matter and student experiences rather than on observable educational outcomes. The absence of such established outcomes for MD graduates contributes to the gap between program directors’ expectations and new residents’ performance.

In response, in 2013, the Association of American Medical Colleges convened a panel of experts from undergraduate and graduate medical education to define the...

Eiff MP, Green LA, Holmboe E, McDonald F, Klink K, Smith, DG, Carraccio C, Harding R, Dexter E, Marino M, Jones SM, Carney PA
2016
Academic Medicine
Pub Med #:
ABSTRACT:

Purpose
To report findings from a national effort initiated by three primary care certifying boards to catalyze change in primary care training.

Method
In this mixed-method pilot study (2012–2014), 36 faculty in 12 primary care residencies (family medicine, internal medicine, pediatrics) from four institutions participated in a professional development program designed to prepare faculty to accelerate change in primary care residency training by uniting them in a common mission to create effective...

Caverzagie KJ, Nousiainen, MT, Ferguson P, Ten Cate O, Ross S, Harris K, Busari J, Bould D, Bouchard J, Iobst WF, Carraccio C, Frank JR, ICBME Collaborators
2016
Medical Teacher
Pub Med #:
ABSTRACT:

Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to...

Nichols DG and Lister G
2015
JAMA Pediatrics
Pub Med #:
ABSTRACT:

A recent US National Institutes of Health (NIH) advisory1 to its director raises alarm about the future of the physician-scientist, a concern that other articles have noted as well.2,3 The shrinking NIH budget (in real terms) is a well-known barrier to the careers of young investigators, and pediatricians have not been immune. Indeed, the rates of NIH grant awards to departments of pediatrics have declined from 23.8% to 16.8% during the past decade.4 Because the NIH advisory also criticized the certifying boards for not doing enough to support the physician-scientist...