To keep the human body operating properly, there are many internal monitoring systems that constantly check our status and make frequent adjustments. To maximize our chances for a long and healthy life, external monitoring systems for blood pressure, blood sugar and cancer screening are also beneficial. Specific, timely and continuing information, feedback and action is the key to having the healthiest body possible. Much of this information would not be evident unless directed measurements were made! Similarly, organizations require monitoring systems that provide timely and appropriate feedback on how performance goals are being achieved.
At the University of Tennessee Graduate School of Medicine, Department of Medicine, we are designing a system for evaluation and feedback to promote the best in our students, residents, faculty and program. This system monitors both leading and lagging indicators of change. Leading indicators signal us quickly of the need to change, i.e. feedback after a resident completes a rotation. Lagging indicators are summative in nature and occur late, i.e. board pass rates). These monitors allow us to proceed with the last two steps of the PDCA (Plan, Do, Check, Act) cycle; a form of continuous quality improvement (CQI). We encourage involvement at all levels in our process of monitoring and improving important outcomes in our program.
We have designed this system with the assistance of the ACGME, Dr. Russ French head of the UT Institute for Assessment and Evaluation, Dr. Daphne Norwood a "key" faculty member, and a working committee composed of faculty and residents. The system also contains components to signal the need for new opportunities for growth, change and research in education and clinical care.
Our evaluations have an emphasis on the six competencies of medical training defined by ACGME:
- Patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.
- Medical knowledge that encompasses established and evolving biomedical, clinical and cognitive sciences and the application of this knowledge to patient care.
- Practice-based learning and improvement that involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence in the improvement in patient care.
- Interpersonal and communication skills that result in effective information exchange with patients, their families and other health professionals.
- Professionalism that is manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles and sensitivity to a diverse patient population.
- Systems-based practice that demonstrates an awareness of and responsiveness to the larger system of health care with use of systems resources to provide optimal care.
A number of specific assessment methods or tools are used to promote our performance goals in each of the three levels of our program.
The residency program evaluation system is being revised under the direction of Dr. Daphne Norwood for more information please contact her at email@example.com.
The University of Tennessee Graduate School of Medicine
1924 Alcoa Highway Box U-114
Knoxville, TN 37920
Phone (865) 305-9340
Fax (865) 305-6849