The ‘Collaborative Care’ curriculum: an educational model addressing key ACGME core competencies in primary care residency training
Article first published online: 27 AUG 2003
Volume 37, Issue 9, pages 786–789, September 2003
How to Cite
Frey, K., Edwards, F., Altman, K., Spahr, N. and Gorman, R. S. (2003), The ‘Collaborative Care’ curriculum: an educational model addressing key ACGME core competencies in primary care residency training. Medical Education, 37: 786–789. doi: 10.1046/j.1365-2923.2003.01598.x
- Issue published online: 27 AUG 2003
- Article first published online: 27 AUG 2003
- Received 15 October 2002; editorial comments to authors 18 December 2002; accepted for publication 30 January 2003
- Internship and residency/*methods/standards;
- Education medical continuing/*methods;
- *clinical competence;
Aim The ‘Collaborative Care’ curriculum is a 12-month senior resident class project in which one evidence-based clinical guideline is designed, implemented and evaluated in our residency practice. This curriculum specifically addresses three of the six Accreditation Council for Graduate Medical Education (ACGME) core competencies: Practice-Based Learning and Improvement, Interpersonal and Communication Skills and System-Based Practices. Additionally, the project enhances the quality of patient care within the model family practice centre in a family practice residency.
Methods During the project, the third-year residency class selects the disease, develops the clinical guideline, leads its implementation and guides the evaluation process. Select faculty members serve as mentors and coach the resident class through each phase of the project. Specific educational objectives are developed for each content area: evidence-based medicine, clinical guideline development, continuous quality improvement and team leadership. A series of seminars are presented during the project year to provide ‘just-in-time’ learning for the key content and skills required for each step in the project. By working together to develop the practice guideline, then working with nurses and allied health staff to implement the guideline and review its effectiveness, the resident team gains competence in the areas of practice-based learning and improvement, interpersonal and communication skills and system-based practices.
Results The self-reported level of resident confidence in skill acquisition for each content area was measured for each resident at the time of graduation from the residency programme. Results from the first 2 years of this curriculum are reported (resident n = 12), and demonstrate a high level of physician confidence in the skills addressed and their utility for future practice.
Conclusions The senior resident seminar and team project model reported here creates learning experiences that appear to address at least three of the ACGME general competency expectations: practice-based learning and improvement, interpersonal communication skills, and systems-based practice. From the initial resident feedback, this educational model seems to establish a high level of physician confidence in the skills addressed and their utility for future practice.