3. IMPLEMENTACIÓN Y PRUEBAS DE LA APLICACIÓN
3.1 IMPLEMENTACIÓN
3.1.4 MÓDULOS DE LA APLICACIÓN
Pediatrics should assume the leadership in establishing a pro- cess by which core competencies for educating pediatricians at all levels are continuously developed, revised, and evaluated. Pro- gram requirements, curricula, and evaluation systems, for both programs and learners, should be based on these competencies.
Possible Implementation Strategy
Core competencies should form the foundation of educational standards. Definition of competencies should be completed for incorporation into new RRC program guidelines slated for 2002.
Model curricula and faculty development must be developed based on core competencies and program requirements. The APPD, AMSPDC, and other organizations should work together to assess the needs of current training programs and identify priority areas for curriculum development and faculty training (eg, competencies that are new or difficult to teach, such as advo- cacy, community health, the multicultural dimensions of health care, managed care).
Private and federal funding sources should support these pri- orities when awarding grants for curriculum and faculty devel- opment.
Educational programs at the local level must use core compe- tencies, educational standards, and model curricula to educate residents. National and regional train-the-trainer programs and on-site consultation should be encouraged to help programs im- plement and evaluate curricula.
Evaluation tools should measure the competencies developed. Evaluation of graduate medical education training must include
programevaluation by the program itself, periodic survey of resi- dents, RRC accreditation, and learner evaluation by individual feedback and resident certification.
• Programs must develop and implement effective internal eval- uation strategies for ongoing monitoring of the program and learners. These methods should be practical, relatively inexpen- sive, and easy to review on a regular basis. Residents need timely, specific feedback about how they are progressing. When new curricular methods or rotations are introduced, it is par- ticularly important to evaluate the process so that adaptations can be made to improve the curriculum.
• Revisions of the training accreditation and individual certifica- tion methods and process should incorporate the core compe- tencies and curricula, and formally involve professional orga- nizations, resident organizations, and pediatric patient constituencies.
FOPE II Task Force Recommendation:
Every pediatric practitioner should have a “CME home” that will provide assessment of that individual’s learning needs, access to local and national CME resources, and guidance in constructing a professional educational plan. A research project should be undertaken to set up pilot programs of the different models and to assess the efficacy and efficiency of each.
Possible Implementation Strategy
A pilot project of 3 to 5 years should be initiated to test the feasibility of the “CME home” concept and to refine its method- ology. This project should be organized by the AAP Department of Education in close cooperation with other pediatric organiza- tions, including the AMSPDC and the APPD. It is critical that the AAP and the department chairs consider this concept a shared responsibility and assume joint ownership from the outset.
“CME home” pilot project sites should involve programs in different parts of the country, and be initiated in locations in which there already exists a strong relationship between practi- tioners and academic departments of pediatrics.
An evaluation of the “CME home” pilot project should be conducted to determine the success of the model and the value and feasibility of the program and, if successful, the method by which the concept could be extended to all practicing pediatri- cians.
To summarize, while comparable implementation strategies could be developed for each of the remaining recommendations, the Task Force strongly believes that the pediatric community could best delineate these strategies working in a collaborative fashion.
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