Hospital Medicine
Building Bridges Between Silos: An Outcomes-Logic Model for a Multidisciplinary, Subspecialty Fellowship Education Program
Graduate medical education program directors face new challenges as the Accreditation Council of Graduate Medical Education (ACGME) modifies curriculum standards. Current standards require “a formally-structured educational program in clinical and basic sciences related to the subspecialty,” and these requirements involve training in areas beyond direct patient care.1 Similarly, the American Board of Pediatrics (ABP) has expanded curriculum requirements for fellowship training,2 and the Federation of Pediatric Organizations has added that training in scholarship, core competencies, and skills in lifelong learning and teaching also should be incorporated.Assessing and Managing the Social Determinants of Health: Defining an Entrustable Professional Activity to Assess Residents' Ability to Meet Societal Needs
Documenting what residents learned by teaching children to waltz is not yet as simple as 1, 2, 3 but perhaps it just became easier. —C. Andrew Aligne, MD, MPH1The American Academy of Pediatrics and Quality Improvement
Quality is 1 of the 3 main pillars supporting the American Academy of Pediatrics (AAP) Agenda for Children. The AAP has developed and promoted quality improvement (QI) programs to its membership for several decades. For more than 20 years, the AAP has maintained a committee of pediatrician leaders who have demonstrated an expertise in the area of QI and quality measurement, currently named the Steering Committee on Quality Improvement and Management. This committee works on developing pediatric QI measures, identifying patient safety programmatic and educational opportunities, reviewing evidence-based clinical practice guidelines, writing QI-related policy statements, and determining methodologies for implementing QI in both primary care and specialty pediatric practices.
