MedStar Health Foundations in Education Longitudinal Curriculum
Safe & Productive Learning Environment
ACGME IV.B.1.a).(1).(e) respect and responsiveness to diverse patient populations, including but not limited to diversity in gender, age, culture, race, religion, disabilities, national origin, socioeconomic status, and sexual orientation; (Core)
LCME Element 3.5 – Learning Environment/ Professionalism A medical school ensures that the learning environment of its medical education program is conducive to the ongoing development of explicit and appropriate professional behaviors in its medical students, faculty, and staff at all locations. The medical school and its clinical affiliates share the responsibility for periodic evaluation of the learning environment in order to identify positive and negative influences on the maintenance of professional standards, develop and conduct appropriate strategies to enhance positive and mitigate negative influences, and identify and promptly correct violations of professional standards.
LCME Element 3.1 – Resident Participation in Medical Student Education: Each medical student in a medical education program participates in one or more required clinical experiences conducted in a health care setting in which he or she works with resident physicians currently enrolled in an accredited program of graduate medical education.
ACGME Survey 1: Program fosters inclusive work environment
Mistreatment/Microaggressions in the Learning Environment
ACGME VI.B.6. Programs, in partnership with their Sponsoring Institutions, must provide a professional, equitable, respectful, and civil environment that is free from discrimination, sexual and other forms of harassment, mistreatment, abuse, or coercion of students, residents, faculty, and staff. (Core)
LCME Element 3.6 – Student Mistreatment: A medical school develops effective written policies that define mistreatment, has effective mechanisms in place for a prompt response to any complaints, and supports educational activities aimed at preventing mistreatment. Mechanisms for reporting mistreatment are understood by medical students, including visiting medical students, and ensure that any violations can be registered and investigated without fear of retaliation.
ACGME Survey 2: Experienced or witnessed abuse
Feedback Basics
ACGME IV.B.1.d).(1).(a) identifying strengths, deficiencies, and limits in one’s knowledge and expertise; (Core)
ACGME IV.B.1.d).(1).(b) setting learning and improvement goals; (Core)
ACGME IV.B.1.d).(1).(e) incorporating feedback and formative evaluation into daily practice; (Core)
LCME Element 9.1 – Preparation of Resident and Non-Faculty Instructors
In a medical school, residents, graduate students, postdoctoral fellows, and other non-faculty instructors in the medical education program who supervise or teach medical students are familiar with the learning objectives of the course or clerkship and are prepared for their roles in teaching and assessment. The medical school provides resources to enhance residents’ and non-faculty instructors’ teaching and assessment skills, and provides central monitoring of their participation in those opportunities.
ACGME Survey 3: Able to access evaluations, Opportunity to evaluate faculty members, opportunity to evaluate the program
Duty Hours Compliance
ACGME VI.F.1. Maximum Hours of Clinical and Educational Work per Week Clinical and educational work hours must be limited to no more than 80 hours per week, averaged over a four-week period, inclusive of all in-house clinical and educational activities, clinical work done from home, and all moonlighting. (Core)
ACGME Survey 10: 80 hours per week 4 or more days free in 28 day period, Taken in-hospital call, taken in-hospital call more than every 3rd night, less than 14 hours free after 24 hours of work, more than 28 consecutive hours of work, adequately manage patient care within 80 hours, pressure to work more than 80 hours, Additional responsibilities after 24 consecutive hours of work
Sleep & Fatigue Mitigation
ACGME VI.D. Fatigue Mitigation VI.D.1. Programs must: VI.D.1.a) educate all faculty members and residents to recognize the signs of fatigue and sleep deprivation; (Core) VI.D.1.b) educate all faculty members and residents in alertness management and fatigue mitigation processes; and, (Core) VI.D.1.c) encourage residents to use fatigue mitigation processes to manage the potential negative effects of fatigue on patient care and learning. (Detail)
LCME Element 8.8 – Monitoring Student Time :The medical school faculty committee responsible for the medical curriculum and the program’s administration and leadership ensure the development and implementation of effective policies and procedures regarding the amount of time medical students spend in required activities, including the total number of hours medical students are required to spend in clinical and educational activities during clerkships.
ACGME Survey 4: Program instruction in when to seek care regarding fatigue and sleep deprivation, Instruction on minimizing effects of sleep deprivation
Event Review
ACGME IV.B.1.f).(1).(e) participating in identifying system errors and implementing potential systems solutions; (Core)
ACGME Survey 5: Participate in adverse event analysis
Event Reporting
ACGME VI.A.1.a).(4).(a) All residents must receive training in how to disclose adverse events to patients and families. (Core)
ACGME VI.A.1.a).(4).(b) Residents should have the opportunity to participate in the disclosure of patient safety events, real or simulated. (Detail)†
ACGME VI.B.4.b) safety and welfare of patients entrusted to their care, including the ability to report unsafe conditions and adverse events; (Outcome)
ACGME Survey 6: Know how to report patient Safety events
Racial Justice & Race in Medicine
ACGME IV.B.1.a).(1).(e) respect and responsiveness to diverse patient populations, including but not limited to diversity in gender, age, culture, race, religion, disabilities, national origin, socioeconomic status, and sexual orientation; (Core)
LCME Element 3.3 – Diversity/ Pipeline Programs and Partnerships: A medical school has effective policies and practices in place, and engages in ongoing, systematic, and focused recruitment and retention activities, to achieve mission-appropriate diversity outcomes among its students, faculty, senior administrative staff, and other relevant members of its academic community. These activities include the use of programs and/or partnerships aimed at achieving diversity among qualified applicants for medical school admission and the evaluation of program and partnership outcomes.
ACGME Survey 11: Preparation for interaction with diverse individuals, Program fosters inclusive work environment
ACGME Survey 12: Diverse Resident/fellow recruitment and retention
HRO Principles & Safe Behaviors
ACGME VI.B.6. Programs, in partnership with their Sponsoring Institutions, must provide a professional, equitable, respectful, and civil environment that is free from discrimination, sexual and other forms of harassment, mistreatment, abuse, or coercion of students, residents, faculty, and staff. (Core)
ACGME VI.B.4.b) safety and welfare of patients entrusted to their care, including the ability to report unsafe conditions and adverse events; (Outcome)
ACGME Survey 7: culture emphasizes patient safety
ACGME Survey 8: Interprofessional teamwork skills modeled or taught
ACGME Survey 9: Able to raise concerns without fear or intimidation
Foundations in Crucial Conversations
ACGME VI.E.2. Teamwork Residents must care for patients in an environment that maximizes communication. This must include the opportunity to work as a member of effective interprofessional teams that are appropriate to the delivery of care in the specialty and larger health system. (Core)
ACGME Survey 8: Interprofessional teamwork skills modeled or taught
ACGME Survey 9: Able to raise concerns without fear or intimidation
