Acgme Training Requirements

The common requirements of the ACGME program are a fundamental set of standards in the training and preparation of young physicians and their colleagues. These requirements form the context in clinical learning environments for the development of the skills, knowledge and attitudes necessary to assume personal responsibility for individual patient care. In addition, they create an environment where residents and fellows can interact with patients under the guidance and supervision of qualified faculty members who add value, context and meaning to these interactions. These requirements specify the program`s responsibility for educating faculty members and residents on the detection of signs of fatigue to ensure continuity of patient care and the provision of adequate sleep facilities and safe transportation for program residents. These new and expanded requirements have been added in recognition of the need to clarify that resident education must take place in an environment that emphasizes a culture of safety and quality improvement with an appropriate level of oversight and accountability. It is expected that the increased focus on patient safety and quality improvement will improve resident education and patient safety. There is a need for entry-level physicians and faculty members to constantly work with other healthcare professionals in a well-coordinated manner to achieve institutional patient safety goals, such as.B. consistent reporting and disclosure of patient safety and adverse events. It is important that residents learn both to identify the causes of patient safety events and to initiate sustainable system-based changes to improve patient safety vulnerabilities.

This includes obtaining data on quality measures and benchmarks related to their patient populations. Finally, while the attending physician is ultimately responsible for the care of the patient, each physician shares responsibility and responsibility for their efforts to provide care. Supervision as part of medical education provides safe and effective care for patients; ensures the development of each resident`s skills, knowledge and attitudes necessary to enter unsupervised practice; and creates a basis for further professional growth. Revisions to the residency monitoring requirements have been made to underscore the expectation that the level of education of an individual resident, as well as the complexity and sharpness of the patient, must be considered when making decisions about that resident`s level of supervision to ensure that the level of supervision is appropriate for each patient. In developing the revised standards, the Phase 1 Working Group of the Common Program Requirements considered all available information, including relevant documentation, written comments from the medical education community and the public, and testimony provided at the CMA Congress on Resident Learning and Working Environments. The Working Group`s deliberations were guided by the need to develop standards that: (1) emphasize that advanced medical education programs focus on professional training; (2) on the basis of the best available evidence; and (3) support the philosophy set out in the preamble to the revised requirements. These requirements define the appropriate level of clinical responsibility based on the level of education of residents and the patient`s condition, and specify the need to provide residents with opportunities to work in appropriate interprofessional teams to provide care in the specialty or subspecialty and in the health system in general. Requirements for optimizing care transitions to support continuity of care and patient safety are included here. The requirements explicitly make it the responsibility of sponsoring programs and institutions to ensure and monitor effective and structured transfer processes and to ensure that residents are competent to communicate with respect to transfers. Clinical and educational working hours are only part of the broader issue of learning conditions and work environment, and Section VI has now been expanded to pay more attention to patient safety and the well-being of residents and faculty members.

The requirements are designed to support programs and residents in their pursuit of excellence while ensuring ethical and humanistic education. Ensuring that flexibility is used appropriately is the joint responsibility of the program and residents. This flexibility comes with a responsibility for residents and faculty to recognize the need to outsource a patient`s care to another provider when a resident is too tired to provide safe care, and programs that ensure residents stay within the 80-hour weekly limit. The revised requirements are intended to promote patient safety, resident well-being and interprofessional team-based care by providing more flexibility and programming within a defined framework and by giving residents more flexibility to structure clinical education to best support the principles of professional development. This increased flexibility comes with the responsibility for programs and residents to meet the 80-hour weekly limit and use the flexibility to optimize patient safety and resident well-being and education. In addition, the requirements eliminate the documentation requirement for young doctors in order to justify clinical and educational variations in working time. This section describes professionalism in the general context of what it means to be a physician, including the ultimate responsibility for providing comprehensive patient care. These requirements clearly state that the program director and the sponsoring institution must ensure a culture of professionalism that supports patient safety and personal responsibility, and that residents and faculty members must demonstrate an understanding and acceptance of their personal role in supporting the safety of their patients, including accurate reports on hours of work, patient outcomes and clinical outcomes.

Experience. The requirements in this section underscore the critical importance of serviceability awareness and accountability, as well as the responsibility of all residents and faculty to meet the needs of patients, which replaces self-interest. This includes recognizing that, in certain circumstances, the patient`s well-being can be served if care is transferred to another qualified and rested provider. The addition of broader and more specific requirements for the well-being of residents and faculty underscores the need for programs and institutions to prioritize well-being and recognize that physicians are at increased risk of burnout and depression. Sponsoring programs and facilities have the same responsibility to care for the well-being as they do to ensure other aspects of resident competence. In addition, self-care is also an important aspect of professionalism and a skill that must be learned and promoted in the context of other aspects of medical education. Promoting well-being, ensuring protected time with patients and minimising non-medical obligations should improve both resident education and the quality of patient care. Key elements of program and institutional requirements in this area include: Sponsoring programs and institutions must design an effective program structure that provides work-life balance and allows residents to gain the necessary educational and clinical experience, as well as appropriate opportunities for rest and personal activities. These requirements include the overarching priority for facilities and programs to provide residents with an ongoing opportunity to experience a team-based, interdisciplinary approach to patient care, safety, medical wellness and education. Based on a thorough review of the best available and up-to-date evidence, the cornerstone of these requirements, which has remained unchanged since the revision of the Joint Program requirements in 2003, remains the 80-hour weekly limit, one day off out of seven and internal calls no more often than every three days, on average over four weeks. Programs are responsible for ensuring that residents receive manageable workloads that can be performed during scheduled work hours. This includes ensuring that junior physicians receive adequate support from their clinical teams and that they are not overburdened with office work and/or other non-medical responsibilities.

Updated applications for new programs have been published for most specialties and subspecialties to meet updated program requirements. .