ACGME Competencybased Learning Portfolio

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ACGME Competency-based Learning Portfolio

• Pamela L. Derstine, PhD
• ACC Symposium for Adult Cardiology Training
  Directors
• November 12, 2006

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Objectives for Today

• Why a learning portfolio?
• How might it be used?
• What are the underlying principles and policies?
• Your questions and concerns

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Why an ACGME Learning Portfolio?

• Competency-based accreditation
• Support the formation of professionals

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Competency-based Accreditation

• Mission
• We improve healthcare by assessing and
  advancing the quality of resident education
  through accreditation

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Competency-based Accreditation

• VisionExemplary accreditation
• ValuesAccountabilityExcellenceProfessional
  ism

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Competency-based Accreditation

• Strategic Priorities- Foster innovation and
  improvement in the learning environment-
  Increase the accreditation emphasis on
  educational outcomes- Increase efficiency and
  reduce burden in accreditation- Improve
  communication and collaboration with key
  internal and external stakeholders

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Competency-based Accreditation

• Common set of competency-based outcomes in Common
  Program Requirements (except PC/MK)
• Common PIF questions
• Common citation glossary

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(No Transcript)
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Result.

• Increased consistency among RCs regarding
  expectations for competency-based outcomes
• Better communication of expectations with program
  directors
• Reduced burden in preparing PIFs
• Greater consistency regarding decisions, related
  citations
• Faster feedback formative feedback from RCs
• Focused institutional responsibilities and
  resources for programsless work for individual
  program directors

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Support Formation of Professionals

• Natural alignment of portfolio assessment with
  principles of competency-based education
• Flexible support for development throughout
  training and practice

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• Pivotal Role
• of Learner
• Reflection
• Multiple assessment tools
• Authentic tasks
• Transparent
• Formative feedback from multiple sources
• Model for CPD

Competency- Based Education
Learning Portfolio
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ACGME Learning Portfolio
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My Reflective Learning
Curriculum Evaluation
My Professional Development
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Curriculum Evaluation
Resident/Faculty User Transparent
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Curriculum Evaluation

• Global evaluations of benchmarks for competence
• Assessment of ability to meet learning
  objectives(data collection tools)
• Mini CEX
• Projects-EBM, QI

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My Reflective Learning
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My Reflective Learning

• Journal Writing
• Threaded Discussions
• Mentor Interaction
• Practice Feedback
• Critical Incidents
• Self-Assessment
• Learning Plans
• Logs

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My Professional Development

• Certification
• Maintenance of Certification
• Practice Improvement
• Continuous Personal Professional
• Development

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Underpinning Principles

• Begins in residency
• Designed for interoperability with medical school
  and other portfolios (if IOP compliant)
• Graduated resident can continue to enter data
  into their ACGME portfolio

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Underpinning Principles

• Owned by resident resident controls access
  except
• PDs see portfolio elements enabling
  documentation of competence for initial
  certification
• DIOs see aggregate data on program performance
  and types of assessment tools

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Underpinning Principles

• RCs see aggregate assessment data, anonymous data
  on ranges of individual performance on some
  measures, other data as permitted by resident
• IRC sees what assessment tools are used across
  programs in an institution

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Operating Policies

• Library of best practice evaluation tools
  provided may be altered by specialty
  specialties may add tools
• Made available free of charge to all ACGME
  accredited GME programs
• Use not mandated certain data points will be
  required for accreditation regardless of source

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Operating Policies

• Confidentiality of data is primary concern
• Any cooperative arrangements must not affect
  operations of the GME portfolio
• Continuous improvement, innovation, and evolution
  of the portfolio are fundamental operating tenets

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Timeline

• Phase 1 invitation to respond to challenge of
  using ACGME portfolio (12-18 months) concurrent
  alpha testing (begin 2007)
• Phase 2 beta testing in volunteer programs
  (broad representation by specialty, geography,
  program type, etc. 12-18 months begin 2008)

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Timeline

• Phase 3 Deployed but not mandatory RCs
  learning how to use portfolio for accreditation
  review and decisions
• Phase 4 Distributed use new accreditation
  model (5 years and ongoing)

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Your Questions and Concerns