How General Surgery Milestones and the Clinical Competency Committee can be Successfully Leveraged to Address Gaps in Assessment
Christopher P. Magas, MBS; Lauren M. Wancata, MD; Paul G. Gauger, MD; Philip W. Carrott, MD; Robert W. O’Rourke, MD; Stanley J. Hamstra, PhD; Rebecca M. Minter, MD; Gurjit Sandhu, PhD

A critical deficiency in teaching is a developmental concern as outlined in the practice domain of the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Surgery (ABS) Milestones Project. For a university hospital general surgery residency program that integrates and relies on resident teaching and learning across the training spectrum, ineffective teaching is a significant educational problem. Moreover, at the heart of safe, informed, and collaborative surgical practice is teaching. Effective resident teaching skills can improve the overall educational environment of a program remarkably, just as poor teaching skills can insidiously degrade the educational culture of a program. Once classified as a critical deficiency, avoidance of the issue by either resident or training program is no longer an effective or reasonable option. Rigorous investment in the Clinical Competency Committee (CCC) process and establishment of a Milestones Assessment and Evaluation Committee has the potential to directly enhance the learning needs of residents and quality of teaching throughout the residency program.

Full Text: PDF     DOI: 10.15640/ijhs.v4n4a1