Simulation-based assessment for the emergency medicine milestones: a national survey of simulation experts and program directors  

作　　者：Afrah A Ali Ashley Crimmins Hegang Chen Danya Khoujah 

机构地区：[1]Department of Emergency Medicine,University of Maryland School of Medicine,Baltimore 21201,USA [2]Department of Epidemiology and Public Health,University of Maryland School of Medicine,Baltimore 21201,USA [3]Department of Emergency Medicine,AdventHealth Tampa,Tampa 33606,USA

出　　处：《World Journal of Emergency Medicine》2024年第4期301-305,共5页世界急诊医学杂志（英文）

基　　金：support via the University of Maryland School of Medicine;support of the University of Maryland,Baltimore,Institute for Clinical&Translational Research(ICTR);the National Center for Advancing Translational Sciences(NCATS)Clinical Translational Science Award(CTSA)grant number 1UL1TR003098.

摘　　要：The focus of outcome-based education has shifted from the process of training to the end“product”of education.This has necessitated a reframing of the teaching,learning,and assessment.Therefore,in 2013,the Accreditation Council for Graduate Medical Education(ACGME)implemented the educational milestones for all accredited residencies and fellowship programs.[1]The milestones have been described as“developmentally based,specialty-specific achievements that residents are expected to demonstrate at established intervals as they progress through training.”[1]Milestones are based on the six core competencies established by the ACGME and American Board of Medical Specialties(ABMS),which consist of medical knowledge(MK),patient care(PC),interpersonal and communication skills(ICS),practice-based learning and improvement(PBLI),professionalism(PROF),and systems-based practice(SBP).[2,3]ACGME,in conjunction with the American Board of Emergency Medicine(ABEM),drafted 23 detailed subcompetencies relevant to emergency medicine(EM).[4]

关 键 词：MILES milestone EDUCATION 

分 类 号：R459.7[医药卫生—急诊医学]