Pediatrics Milestones

MD, MA,
MD,
MD,
MD, MPH,
MD,
MD, MHPE,
MD,
MD, MEd, and
PhD
Online Publication Date: 01 Mar 2013
Page Range: 59 – 73
DOI: 10.4300/JGME-05-01s1-06
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Table 1 PC1. Gather Essential and Accurate Information About the Patient
Table 1
Table 2 PC2. Organize and Prioritize Responsibilities to Provide Patient Care That Is Safe, Effective, and Efficient
Table 2
Table 3 PC3. Provide Transfer of Care That Ensures Seamless Transitions
Table 3
Table 4 PC4. Make Informed Diagnostic and Therapeutic Decisions That Result in Optimal Clinical Judgment
Table 4
Table 5 PC5. Develop and Carry Out Management Plans
Table 5
Table 6 MK1. Locate, Appraise, and Assimilate Evidence From Scientific Studies Related to Their Patients' Health Problems
Table 6
Table 7 PBLI1. Identify Strengths, Deficiencies, and Limits in One's Knowledge and Expertise
Table 7
Table 8 PBLI2. Identify and Perform Appropriate Learning Activities to Guide Personal and Professional Development
Table 8
Table 9 PBLI3. Systematically Analyze Practice Using Quality Improvement Methods, and Implement Changes With the Goal of Practice Improvement
Table 9
Table 10 PBLI4. Incorporate Formative Evaluation Feedback Into Daily Practice
Table 10
Table 11 ICS1. Communicate Effectively With Patients, Families, and the Public, as Appropriate, Across a Broad Range of Socioeconomic and Cultural Backgrounds
Table 11
Table 12 ICS2. Demonstrate the Insight and Understanding Into Emotion and Human Response to Emotion That Allow One to Appropriately Develop and Manage Human Interactions
Table 12
Table 13 PROF1. Demonstrate Humanism, Compassion, Integrity, and Respect for Others; Based on the Characteristics of an Empathetic Practitioner
Table 13
Table 14 PROF2. Professionalization: Demonstrate A Sense of Duty and Accountability to Patients, Society, and the Profession
Table 14
Table 15 PROF3. Demonstrate High Professional Conduct: High Standards of Ethical Behaviors That Include Maintaining Appropriate Professional Boundaries
Table 15
Table 16 PROF4. Develop The Ability To Use Self-Awareness of One's Own Knowledge, Skill, and Emotional Limitations That Leads to Appropriate Help-Seeking Behaviors
Table 16
Table 17 PROF5. Demonstrate Trustworthiness That Makes Colleagues Feel Secure When One Is Responsible for the Care of Patients
Table 17
Table 18 PROF6. Recognize That Ambiguity Is Part Of Clinical Medicine And Respond By Utilizing Appropriate Resources In Dealing With Uncertainty
Table 18
Table 19 SBP1. Coordinate Patient Care Within the Health Care System Relevant to Their Clinical Specialty
Table 19
Table 20 SBP2. Advocate for Quality Patient Care and Optimal Patient Care Systems
Table 20
Table 21 SBP3. Work in Interprofessional teams to Enhance Patient Safety and Improve Patient Care Quality
Table 21
Copyright: 2013

Author Notes

Carol Carraccio, MD, MA, is Chair and Vice-President for Competency-Based Assessment at the American Board of Pediatrics; Bradley Benson, MD, is Director of the Division of General Internal Medicine and Associate Professor of Internal Medicine and Pediatrics at the University of Minnesota School of Medicine; Ann Burke, MD, is Director of the Pediatrics Residency Program at the Wright State University Boonschoft School of Medicine, Dayton Children's Medical Center; Robert Englander, MD, MPH, is Senior Director of Competency-Based Learning and Assessment at the Association of American Medical Colleges; Susan Guralnick, MD, is Associate Dean of Graduate Medical Education and Student Affairs and DIO and is Associate Professor of Pediatrics at Winthrop University Hospital; Patricia Hicks, MD, MHPE, is Professor of Clinical Pediatrics at the Children's Hospital of Philadelphia, Perelman School of Medicine, University of Pennsylvania; Stephen Ludwig, MD, is Professor of Pediatrics at the Children's Hospital of Philadelphia, Perelman School of Medicine, University of Pennsylvania; Daniel Schumacher, MD, MEd, is Associate Program Director of the Boston Combined Residency in Pediatrics and Assistant Professor of Pediatric Emergency Medicine at the Boston University School of Medicine; and Jerry Vasilias, PhD, is the former Executive Director for the Review Committee of Pediatrics (at the time of milestone development) and the current Executive Director for the Review Committee of Internal Medicine at the Accreditation Council for Graduate Medical Education.

The authors, all of whom participated in Milestone development as members of the Pediatrics Milestone Working Group, wish to thank the members of the Pediatrics Milestone Advisory Group for their contributions to this work: Carol Aschenbrener, MD; Richard Behrman, MD; Timothy Brigham, MDiv, PhD; Stephen Clyman, MD; Eric Holmboe, MD; M. Douglas Jones Jr, MD; Gail McGuinness, MD; Victoria Norwood, MD; Robert Perelman, MD; William Raszka, MD; Theodore Sectish, MD; and Susan Swing PhD. The authors would also like to acknowledge the following content experts who provided invaluable feedback on their areas of expertise: Richard Antonelli, MD, MS; David P. Baker, PhD; Cynthia Fuchs Epstein, PhD; Ronald M. Epstein, MD; Mohammadreza Hojat, PhD; Lucian Leape, MD; Lorelei Lingard, PhD; Salvatore Mangione, MD; Debra Rotor, DrPH, MPH; and David Stern, MD.

The Milestones are designed only for use in the evaluation of resident physicians in the context of their participation in Accreditation Council for Graduate Medical Education–accredited residency or fellowship programs. The Milestones provide a framework for the assessment of the development of the resident physician in key dimensions of the elements of physician competency in a specialty or subspecialty. They neither represent the entirety of the dimensions of the 6 domains of physician competency, nor are they designed to be relevant in any other context.

Corresponding author: Carol Carraccio, MD, MA Vice President, Competency-based Assessment American Board of Pediatrics 111 Silver Cedar Court Chapel Hill, NC 27514, ccarraccio@abpeds.org
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