ACGME SIX CORE COMPETENCIES Minimum Program Requirements Language Approved by the ACGME, September 28, 1999 “The residency program must require its residents to obtain competencies in the 6 following areas to the level expected of a new practitioner. Toward this end, programs must define the specific knowledge, skills, and attitudes required and provide educational experiences as needed in order for their residents to demonstrate”:

Patient Care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health

Medical Knowledge about established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and the application of this knowledge to patient care

Interpersonal and Communication Skills that result in effective information exchange and teaming with patients, their families, and other health professionals

Professionalism as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population

Practice-Based Learning and Improvement that involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care. identify strengths, deficiencies, and limits in one’s knowledge and expertise; Set learning and improvement goals; incorporate evaluation feedback into daily practice; locate, appraise, and assimilate evidence from scientific studies related to their own patients’ health problems; use information technology to manage information, access on-line medical information; and support their own education participate in the education of patients, families, students, residents and other health professionals.

Systems-Based Practice as manifested by actions that demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value. coordinate patient care within the health care system relevant to their clinical specialty; work effectively in various health care delivery settings and systems relevant to their clinical specialty incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care as appropriate; advocate for quality patient care and optimal patient care systems; work in interprofessional teams to enhance patient safety and improve patient care quality; and participate in identifying system errors and implementing potential systems solutions.

Practice Based Learning & Improvement vs. Systems-based Practice Practice Based Learning & Improvement (PBLI) occurs when a physician analyzes and improves his or her own practice behaviors; it pertains to improvements that an individual physician can personally make. Self-improvement is central to PBLI. Systems-based Practice (SBP) occurs when a physician practices medicine that is mindful of the interdependency between the health care system and his or her own practice. If improvements are needed, the relevant system is examined and several providers may have to change their behaviors.

ACGME Program Requirements for Graduate Medical Education in Child Neurology Effective: July 1, 2007

Evaluation of Residents The residency program must demonstrate that it has an effective plan for assessing resident performance throughout the program and for utilizing assessment results to improve resident performance. This plan should include: The residency program must demonstrate that it has an effective plan for assessing resident performance throughout the program and for utilizing assessment results to improve resident performance. This plan should include: use of dependable measures to assess residents' competence in patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice use of dependable measures to assess residents' competence in patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice mechanisms for providing regular and timely performance feedback to residents mechanisms for providing regular and timely performance feedback to residents

a process involving use of assessment results to achieve progressive improvements in residents' competence and performance a process involving use of assessment results to achieve progressive improvements in residents' competence and performance faculty must evaluate resident performance in a timely manner during each rotation or similar educational assignment, and document this evaluation at completion of the assignment. faculty must evaluate resident performance in a timely manner during each rotation or similar educational assignment, and document this evaluation at completion of the assignment. written evaluation of the resident's attainment of objectives specific to the rotation must be made after each rotation and reviewed with the resident so that areas of weakness and strength can be communicated to the resident. Evaluations Continued…

Program Evaluation The residency program should use resident performance and outcome assessment results in their evaluation of the educational effectiveness of the residency program. The residency program should use resident performance and outcome assessment results in their evaluation of the educational effectiveness of the residency program. The residency program should have in place a process for using resident and performance assessment results together with other program evaluation results to improve the residency program. The residency program should have in place a process for using resident and performance assessment results together with other program evaluation results to improve the residency program.