Accreditation council for graduate medical education (ACGME) competencies in neuropathology training

• Published in: Journal of neuropathology and experimental neurology Vol. 64; no. 4; pp. 273 - 279
• Main Authors: CRAIN, Barbara J, ALSTON, Sebastian R, BRUCH, Leslie A, HAMILTON, Ronald L, MCLENDON, Roger E, RHODES, C. Harker, TIHAN, Tank, WEIDENHEIM, Karen M
• Format: Journal Article
• Language: English
• Published: Hagerstown, MD Lippincott Williams & Wilkins 01.04.2005; Oxford University Press
• Subjects: Accreditation; Biological and medical sciences; Clinical Competence - standards; Competency-Based Education - standards; Education, Medical; Education, Medical, Graduate - standards; Health Planning Councils; Humans; Medical sciences; Medicine - standards; Nervous system (semeiology, syndromes); Nervous system as a whole; Nervous system involvement in other diseases. Miscellaneous; Neurology; Neurology - education; Neurology - standards; Pathology - education; Pathology - standards; Specialization; Nervous system diseases; Residency training; Neuropathology; Professional competence; Competencies; Accreditation Council for Graduate Medical Education (ACGME)
• ISSN: 0022-3069; 1554-6578
• DOI: 10.1093/jnen/64.4.273

The Accreditation Council for Graduate Medical Education (ACGME) has defined 6 core competencies for all physicians: patient care; medical knowledge; practice-based learning and improvement; interpersonal and communication skills; professionalism; and systems-based practice. However, the specific wording of the descriptions often assumes that the physician is a clinician rather than a pathologist. Therefore, the American Association of Neuropathologists, Inc. asked its Professional Affairs Committee to examine the core competencies and determine how they relate to training in neuropathology. The Committee's report is presented here in 6 sections, corresponding to the 6 competencies. In each section, the ACGME definition of that particular competency is either quoted directly or, more often, modified slightly to clarify how the competency applies to neuropathology. Each of the defined competencies is then followed by possible assessment tools, selected from those recommended in the ACGME's "toolbox." Specific suggestions are given for designing tools that apply to neuropathology. Many of the suggested activities and documentation methods can be combined into efficient, carefully formulated training/evaluation exercises. Different tools may be more applicable in some training programs.