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Institutional Policy for Residency Program Core Curriculum Requirement
PREAMBLE
The Institutional Requirements of the Accreditation Council for Graduate Medical Education (ACGME) requires that each institution’s Graduate Medical Education Committee (GMEC) “assure that the residents' curriculum provides a regular review of ethical, socioeconomic, medical/legal, and cost-containment issues that affect GME and medical practice. The curriculum must also provide an appropriate introduction to communication skills and to research design, statistics, and critical review of the literature necessary for acquiring skills for lifelong learning. There must be appropriate resident participation in departmental scholarly activity, as set forth in the applicable Program Requirements.”
The Harbor-UCLA Graduate Medical Education Committee (GMEC) has investigated the attempts of other institutions to meet these requirements with institution-wide activities. The results from these other institutions as well as our own experience indicate inadequate resident attendance of core curriculum activities such as the Bioethics forum. There was general agreement that most programs currently fulfill the core requirements with considerable patient-oriented or problem-oriented discussions on rounds and at regularly scheduled conferences. However, documentation of the discussion of these issues is lacking. The GMEC also felt that the educational content of core curriculum presentations would be much more appropriate and effective if the topics were directed to the specialty or subspecialty. The GMEC recognized that some specialties such as Diagnostic Radiology have taken the lead by developing a videotape series that addresses the core components, and Orthopaedic Surgery has produced videotape on medical/legal issues that is oriented to that specialty. The GMEC agreed on the following policy.
POLICY
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Each residency program is responsible for developing and documenting curriculum components that meet the ACGME “Core Curriculum” requirements. Each program is requested to review its formal presentations to identify those that meet the requirements and document them as addressing the specific components of the “core curriculum.” Evidence of these curriculum components should be documented in the program’s Policies and Procedures Binder (“Bluebook”).
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Each program must possess a written statement that outlines its educational goals with respect to the knowledge, skills, and other attributes of residents for each major assignment and for each level of the program.
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Programs should seek resources within the institution that provide written or other media that facilitate meeting the requirements. Programs are encouraged to utilize the research librarians to find materials that may be pertinent to their specialty.
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If adequate resources are not available on campus, assistance from the UCLA campus should be sought.
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Residents newly appointed to a program should be thoroughly assessed for their communication skills. This assessment should be documented. In some instances, the level of communication skills that the resident brings to the program will indicate that no additional instruction is required. Each program should review the program’s formal evaluation documentation to ensure that communication skills are regularly assessed for every resident. When communication deficiencies are identified, remedial action should be planned, carried out and evaluated until the deficiencies are corrected.
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The issues of research, statistics, literature review and scholarly activity are adequately covered in each program’s Policies and Procedures Binder (“Bluebook”).
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The Graduate Medical Education Committee shall monitor each program’s compliance with the Institutional Requirements through the Annual Report Form, the annual oral reports to the Committee and the periodic internal review that includes a thorough review of the program’s Policies and Procedures Binder (“Bluebook”).
The residency program must require its residents to obtain competence in the six general competencies with specific curricula and tools for evaluation.
Adopted August 2000, Reviewed July 2002, Reviewed August 2004
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