• Pediatric neurology · Jan 2021

    Developing a New Set of ACGME Milestones for Child Neurology Residency.

    • AlbertDara V FDVFDivision of Child Neurology, Department of Pediatrics, Nationwide Children's Hospital/The Ohio State University, Columbus, Ohio. Electronic address: dara.albert@nationwidechildrens.org., Nancy Bass, John Bodensteiner, Crys Draconi, Elizabeth S Duke, Marcia Felker, Andrea Gropman, Timothy Lotze, Jonathan W Mink, James J Reese, Mary Spiciarich, David K Urion, and Laura Edgar.
    • Division of Child Neurology, Department of Pediatrics, Nationwide Children's Hospital/The Ohio State University, Columbus, Ohio. Electronic address: dara.albert@nationwidechildrens.org.
    • Pediatr. Neurol. 2021 Jan 1; 114: 47-52.

    BackgroundThe Educational Milestones developed by the Accreditation Council for Graduate Medical Education (ACGME) are a construct used to evaluate the development of core competencies during residency and fellowship training. The milestones were developed to create a framework for professional development during graduate medical education. The first iteration of milestones for the child neurology residency was implemented in 2015. In the years that followed, the ACGME received and reviewed feedback about the milestones and set out to revise them.MethodsA committee was assembled to review the original milestones and develop a new set of milestones. The group was also encouraged to not only consider the child neurology residency graduate of today but also the graduate of tomorrow, taking into account growing fields such as genetics and technology.ResultsA diverse group of 12 individuals, including 10 child neurologists (all of whom were current or previous program directors or associate program directors), one child neurology resident, and one non-physician program coordinator, were recruited from programs of varying size across the country.ConclusionsThe committee developed a revision to the child neurology milestones. All changes made were with a focus on how the milestones can be useful to trainees, program directors, and clinical competency committee members. Implementation and further feedback should help guide future revisions. These changes should help trainees, clinical competency committee members, and program directors find more meaning from their use.Copyright © 2020 Elsevier Inc. All rights reserved.

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