Translating Accreditation Council for Graduate Medical Education Milestones Into Practice-Based Learning: The Role of Repair Enacted by the Multidisciplinary Team

• In Event: Interprofessional Education and Teams

Abstract

Graduate Medical Education (GME) Programs must implement the Accreditation Council’s Milestones (ACGME) for assessing trainees’ competence. However, their categories are too abstract to implement in actual daily practices. In our participatory research Model to study Advanced Heart Failure practice, we analyzed teamwork during multiactivity that sees practitioners engage in concurrent patient care and teaching/learning activities. Within a Relational Ontology framework, a micro-ethnographic approach (>500 hours audio/video data) identifies significant and observable differences in learners’ practices from beginner to most proficient practitioners. Our method can accurately characterize teaching strategies utilized to carefully modify/repair actions in the presence of the patient. Our findings can help Milestones development specific to the practice, assess Fellows’ performance, and design targeted teaching activities.

Authors

• Federica Raia, University of California - Los Angeles

• Lezel Legados, University of California - Los Angeles

• Irina Silacheva, University of California - Los Angeles

• Darko Vucicevic, University of California - Los Angeles

• Elisabeth Rooney, University of California - Los Angeles

• Mario Deng, University of California - Los Angeles