Harvard Macy Community Blog

Fostering the ongoing connectedness of health professions educators committed to transforming health care delivery and education.

ACGME 2019 Faculty Development Requirements

The Accreditation Council for Graduate Medical Education (ACGME) updated Common Program Requirements (CPRs) for faculty development in July 2019. Moving forward, all core faculty who educate, supervise, and evaluate trainees will be required to participate in at least four (4) faculty development areas annually: as educators; in quality improvement and patient safety; in fostering their own and their trainees’ well-being; and, in patient care based on their practice-based learning and improvement efforts.

The intention of this requirement is to ensure faculty in academic medical centers enhance transference of knowledge and skills that will continually foster and promote a culture of inquiry  in the training program. 

  1. Check out MedEdPortal to access peer-reviewed materials to develop and deliver workshops for Educators
  2. Check out the IHI Open School for online training materials on QI and Patient Safety
  3. Check out the AMA StepsForward program for addressing Wellness
  4. Check out the Trip Database and search peer-reviewed and non-peer-reviewed literature using the PICO format for practice-based learning

With these accreditation requirements for faculty development, it is vital for all stakeholders to agree upon which programming constitutes faculty development and best-practices for ensuring effective training, learning outcomes, and completion processes.

What ideas do you have to make faculty development digestible and feasible for busy clinical faculty members at your institution? Let’s start this conversation rolling!!

Special thanks to the MedEdPearls team for their great teamwork in designing this pearl!!

 

 

#MedEdPearls are developed monthly by the Central Group on Educational Affairs. Previously, #MedEdPearls explored topics including peer observation, appreciative advising, and microresistence.

 


Author BIO

Megan M. Haak, MA, is the Program Manager for Graduate Medical Education with the Medical College of Wisconsin Affiliated Hospitals (MCWAH), Inc. Megan’s areas of professional interest are faculty development, teaching and learning, measurement and evaluation, and survey design. Megan can be followed on Twitter or contacted via This email address is being protected from spambots. You need JavaScript enabled to view it..

 

 

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Monday, 16 September 2019