Background

The 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.

Methods

A 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.

Results

A 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.

Conclusions

The 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.

中文翻译：

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为儿童神经内科住院医师制定一套新的 ACGME 里程碑

背景

由研究生医学教育认证委员会 (ACGME) 制定的教育里程碑是一种用于评估住院医师和奖学金培训期间核心能力发展的结构。制定这些里程碑是为了在研究生医学教育期间创建专业发展框架。儿童神经内科住院医师的第一次里程碑迭代于 2015 年实施。在随后的几年中，ACGME 收到并审查了关于里程碑的反馈，并着手对其进行修订。

方法

成立了一个委员会来审查最初的里程碑并制定一组新的里程碑。该小组还被鼓励不仅要考虑今天的儿童神经内科住院医师，还要考虑未来的毕业生，同时考虑到遗传学和技术等不断发展的领域。

结果

从全国不同规模的项目中招募了一个由 12 人组成的多元化团队，其中包括 10 名儿童神经科医生（均为现任或前任项目主任或副项目主任）、一名儿童神经病学住院医师和一名非医师项目协调员.

结论

委员会对儿童神经病学里程碑进行了修订。所做的所有更改都侧重于里程碑如何对受训者、项目主管和临床能力委员会成员有用。实施和进一步的反馈应该有助于指导未来的修订。这些变化应该有助于受训者、临床能力委员会成员和项目主管从它们的使用中找到更多的意义。