Improving Graduate Medical Education Through Faculty Empowerment Instead of Detailed Guidelines
Bibliographic Data
| ID | 21614906 |
|---|---|
| Authors | Karsten A van Loon (0000-0002-9915-2498, K.A. van Loonis a PhD student, School of Medical Sciences, VU University Medical Center, Amsterdam, the Netherlands., corresponding author), Fedde Scheele (0000-0001-9593-257X, F. Scheeleis professor of health systems innovation and education, VU University, and a gynecologist, OLVG, Amsterdam, the Netherlands.) |
| Year | 2021 |
| Volume | 96 |
| Issue | 2 |
| Pages | 173-175 |
| Publication date | 2021-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Academic Medicine (JOURNAL) |
| Journal identifiers | ISSN: 1040-2446 • E-ISSN: 1938-808X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1097/acm.0000000000003386 |
| PMID | 32271226 |
| OpenAlex | W3015689498 |
| Language | EN |
| Citations received | 2 |
| References cited | 11 |
Calls for improvement and reform in graduate medical education (GME) have led to more detail in educational and curricular guidelines. The current level of detail in curriculum guidelines for GME training programs is high, encompassing, for example, competency frameworks, entrustable professional activities, and milestones. In addition, faculty must employ an increasing number of assessment tools and elaborate portfolio systems for their residents. It is questionable whether any further increase in curriculum detail and assessment formats leads to better GME programs. Focusing on this type of system development may even lead to less engaged faculty if faculty are not encouraged to use their own professional judgment and creativity for teaching residents. Therefore, faculty members must be empowered to engage in curricular innovation, since system development alone will not result in better training programs. Raising faculty members’ awareness of their virtues and value as teachers and involving them in the debate about how GME can be enhanced might increase their engagement in resident training
Accreditation · Creativity · Curriculum · Empowerment · Faculty Development · Graduate medical education · Medical education · Pedagogy · Political science · Portfolio · Professional development · Clinical Reasoning and Diagnostic Skills · Empathy and Medical Education · Innovations in Medical Education · Medicine · Psychology
| Citations per year | 0.4 |
|---|---|
| Citation span | 2021 - 2023 (3) |
| Highly cited | No |