Laura Edgar
Biographic Data
| ID | 9556708 |
|---|---|
| NAME | Laura Edgar |
| GIVEN NAMES | Laura |
| FAMILY NAME | Edgar |
| SIGNATURE | EDGAR L |
| AFFILIATIONS | L. Edgar is senior vice president for competencies, milestones, and faculty development, Accreditation Council for Graduate Medical Education, Chicago, Illinois |
| ORCID | 0000-0002-0305-7980 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Systems-Based Practice 20 Years On
Systems-based practice (SBP) was introduced as 1 of 6 core competencies in 1999 because of its recognized importance in the quality and safety of health care provided to patients. Nearly 25 years later, faculty and learners continue to struggle with understanding and implementing this essential competency, thus hindering the medical education community’s ability to most effectively teach and learn this important competency. Milestones were first …
Clinician Educator Milestones
The importance of the clinician educator (CE) role in delivery of competency-based medical education is well recognized. There is, however, no formal mechanism to identify when faculty have the knowledge, skills, and attitudes to be successful CEs. In 2020, the Accreditation Council for Graduate Medical Education, Accreditation Council for Continuing Medical Education, Association of American Medical Colleges, and American Association of Colleges…
A multispecialty ethnographic study of clinical competency committees (CCCs)
PURPOSE: Clinical competency committees (CCCs) assess residents' performance on their specialty specific milestones, however there is no 'one-size fits all' blueprint for accomplishing this. Thus, CCCs have had to develop their own procedures. The goal of this study was to examine these efforts to assist new programs embarking on this venture and established programs looking to improve their CCC practices and processes. METHODS: We purposefully s…
No prominent works on this page.
A multispecialty ethnographic study of clinical competency committees (CCCs)
PURPOSE: Clinical competency committees (CCCs) assess residents' performance on their specialty specific milestones, however there is no 'one-size fits all' blueprint for accomplishing this. Thus, CCCs have had to develop their own procedures. The goal of this study was to examine these efforts to assist new programs embarking on this venture and established programs looking to improve their CCC practices and processes. METHODS: We purposefully s…
Systems-Based Practice 20 Years On
Systems-based practice (SBP) was introduced as 1 of 6 core competencies in 1999 because of its recognized importance in the quality and safety of health care provided to patients. Nearly 25 years later, faculty and learners continue to struggle with understanding and implementing this essential competency, thus hindering the medical education community’s ability to most effectively teach and learn this important competency. Milestones were first …
Clinician Educator Milestones
The importance of the clinician educator (CE) role in delivery of competency-based medical education is well recognized. There is, however, no formal mechanism to identify when faculty have the knowledge, skills, and attitudes to be successful CEs. In 2020, the Accreditation Council for Graduate Medical Education, Accreditation Council for Continuing Medical Education, Association of American Medical Colleges, and American Association of Colleges…
Innovations in Medical Education (3 works) · Medical education (3 works) · Medicine (3 works) · Psychology (3 works) · Clinical Reasoning and Diagnostic Skills (2 works) · Computer Science (2 works) · Interprofessional Education and Collaboration (2 works) · Accreditation (1 work) · Brainstorming (1 work) · Business (1 work)