4/19/2013. Marilane B. Bond, EdD, MBA Assistant Dean for GME 4/26/13 PROFESSIONAL DEVELOPMENT FOR PROGRAM COORDINATORS AND ADMINISTRATORS

Transcription

1 PROFESSIONAL DEVELOPMENT FOR PROGRAM COORDINATORS AND ADMINISTRATORS Marilane B. Bond, EdD, MBA Assistant Dean for GME 4/26/13 Approximately 1,200 residents/fellows in accredited and non-accredited programs 94 programs accredited by the Accreditation Council for GME 5 major rotating hospitals; 12 smaller rotating sites GME Office- DIO; Assoc DIO; 7 staff members Review Training Program Administrators / Coordinators Role Provide Basis for Professional Development Model Review the three steps of the Professional Development Model Apply the Model Review the template for Individual Professional Plan 1

2 It took a while for the TPAs role to be acknowledged as a profession ACGME ACGME Program Coordinator Track at the annual conference GME Program Coordinator Award GME Institutional Coordinator Award Specialty Specific Conferences Review of job descriptions for TPAs Select body of knowledge Specialized training What skills should you develop or strengthen in a workplace that is undergoing a personality change? Baby Boomers are starting to retire Gen X ers taking over senior management positions/pds What skills must you develop or strengthen in the GME and Program Office that is undergoing a major change to accreditation process? documenting and validating residency training No time to sit back and wait for someone to show us the way 2

3 2009 ACGME Conference- Dr. Nasca s presentation of application of the Competencies to an adaptation of the Dreyfus model To assess the progress in the development of residents skills To help define a desired level of competence To support progress in development of skill acquisition To determine when resident is ready to move to the next level of their development Medical Knowledge Patient Care Procedural and Technical Skills Interpersonal and Communication Skills Professionalism Practice Based Learning and Improvement Systems Based Practice Competent Proficient Expert Master 1 adapted from Nasca, T.J. Session, ACGME Conference 2009 Process of competency development is a lifelong series of doing and reflecting A review of the literature reflects broad definitions of competencies In this professional development model, A core competency is defined as expertise in a specific subject area or skill set The ability to do a job properly Refer to Handout #1 3

4 1. Recruitment,Selection and Appointment Process 2. Orientation Process 3. Maintaining Accreditation Standards 4. The Accreditation Process- NAS 5. Assist in oversight of Residents Work Environment/Resources 6. Documentation and organization 7. Human Resources -tasks/collaboration 8. Legal and Financial Requirements 9. Provide Administrative Support to the Residency Program Director/DIO 10.Utilize self-evaluation and reflection to further development After selecting job-related competencies, define a set of skills called behavioral indicators: Proficiency Analytical Effectively Self Directed Adaptability Diversity Planning & organizing Time Management Attention to detail Drive for results Problem Solving Reliability Collaboration Initiative Professionalism Discernment/ Judgment Communication: oral & written Innovation Efficiency Quality Continuous Learning Negotiation Flexibility Organizational/ Understanding Step 1: Categorized core competencies that are relevant to your position Step 2: select the behavioral indicators that define the skill sets needed to successfully accomplish the job Step 3: Review Dreyfus Skill Acquisition Stages [Handout #1 page 2] 4

5 Stages Performing mode Role perception 1. Rule-governed and context-free Detached performance Competent Follows rules, solves problems, by asking questions, some appreciation of the context; basic knowledge Performance is analytical; goal directed and contextual; knowledge and understanding of what needs to be done Little responsibility for performance, looking for solutions outside the self Take emotional and moral responsibility for the outcomes of performance 4. Proficient Performance is speedy and flexible, guided Involved with the wider picture and longby maxims, and situations are perceived as range goals wholes; Able to apply the understanding and knowledge to produce effective results 5. Expert Performance derived from a deep, tacit understanding of situations; Able to contribute ideas and provide broader oversight of the processes Highly involved but unable to explain all that they know is correct Two examples of how to apply the model to GME or Program Administrators: A. List of all TPA Competencies relevant to specific position [handout#1] B. TPA schedule (timeline) of responsibilities [handout# 2] Competencies 1. Recruitment,Selection and Appointment Process ~ PROGRAM a. ERAS and recruitment b. Applications 1. The interview process 2. NRMP c. The appointment process- contract requests d. License/Training permits applications ~ GME OFFICE a. NRMP oversight- SOAP/ All-in-Policy b. Process contract requests c. Human Resources requirements d. License/Training Permits applications 2. Orientation Process a. scheduling dates and times b. comprehensive, well-planned and organized 3. Maintaining Accreditation Standards a. Knowledge of individual requirements for training in each specialty b. Familiar with common program requirements c. Knowledge of the general competencies for physicians d. Educational conferences/ Grand Rounds e. Procedure logs f. Evaluation process ensure evaluations are completed g. Affiliation agreements h. Resident Surveys/Faculty Surveys i. Tracking Duty hours j. Updating policies and procedures 5

6 Competencies 4. The Accreditation Process- NAS a. Programs 1. Educational milestones assessments 2. Clinical Competency Committees 3. Annual WebADS data 4. Self-Study Visits b. Institution 1. Annual WebADS data 2. Annual Report 3. Program Review Assessment 4. The CLER visits 5. Tracking Outcomes indicators 2. Assist in oversight of Residents Work Environment/Resources a. Remediation and adverse action process 3. Documentation and organization a. Residency management systems b. Website management c. Online systems/courses d. Other documentation- monitor certifications- ACLS/BLS e. Resident files f. Resident schedules- rotations g. Processing moonlighting requests h. Faculty mentoring i. Visiting residents j. Verifications k. Graduating Residents- certificates 1. Verify graduating residents are up to date on academic requirements 2. Exit/ Leavers process collect pagers, keys, etc. Competencies 1. Human Resources a. I-9 documentation b. Leave processing 1. Legal and Financial Requirements a. Institutional requirements b. Credentialing and training verifications c. House staff positions- funding 1. Administrative Support to the Residency Program Director/DIO 1. Utilizing Resources a. Specialty associations b. National meetings and workshops c. Networking/ listserves Refer to Handout #2 Detailed outline TARGET MONTH PC (TPA) RESPONSIBILITIES PURPOSE AND GOALS BEHAVIORAL INDICATORS NOVICE ADVANCED BEGINNER COMPETENT PROFICIENT EXPERT REFERNCE SOURCES 6

7 Refer to Handout #2 What behavioral indicators would you apply to the competency? What stage do you think you are currently? What do you need to do to move to the next stage? Target Month PROGRAM COORDINATORS SCHEDULE OF RESPONSIBILITIES ( adapt to your specific responsibilities) July 1. Program Orientation 2. Administer processes to orient residents to hospital system 3. GME Track Resident Update Opens (mid-july) 4. ACGME WebADS preparation *NAS requirements Annual PD sign-off (coming soon) 5. Loan Deferments 6. Begin collection of formative evaluations 7. NAS begins for phase I specialties NEUROP IM *Clinical Competency Committees s/be active August 1. ERAS- opens; currently piloting Web based program. DIOs now being asked to register institution NRMP Main Match Opens [Subspecialties dates varies- ex. Medicine Specialties register in July] 3. End of rotation/ Assignment formative evaluations 4. Duty hours data must be collected and monitored Sept 1. Resident applications available in ERAS 2. Establish procedures for review and screening applicants 3. GME Track Updates closes late September 4. ACGME Annual program Updates Begin (Aug- Dec) 5. NRMP Match quota review (deadline in January) 6. End of rotation/assignment formative evaluations Oct 1. Prepare for interview season 2. End of rotation/assignment formative evaluations 3. Phase I programs- (working with Clinical Competency Committees) Target PROGRAM COORDINATORS SCHEDULE OF Month RESPONSIBILITIES ( adapt to your specific responsibilities) 1. Complete resident application review Nov 2. End of Rotation/Assignment Formative Evaluations 3. Phase 1 programs- Working with Clinical Competency Committees Dec 1. Interviews first 2-3 weeks 2. Semi- Annual Reviews old system 3. Phase 1 Programs- working with Clinical Competency Committees- milestones assessments 2. Phase 2 Programs- reviewing milestones Jan 1. Milestone Assessments (Report Dec-Jan) 2. ACGME Anonymous Resident Survey Begins (Jan- May) 3. ACGME faculty survey begins (Jan- May) 4. Interviews continues 5. End of rotation evaluations Feb 1. Assist PD with match list 2. Process continuing residents appointments 3. Order Certificates for graduating residents 7

8 Target PROGRAM COORDINATORS SCHEDULE OF Month RESPONSIBILITIES ( adapt to your specific responsibilities) 1. 3 rd Friday in March- Match list March 2. Appointment process for new residents 3. Notify GME office of extensions of training, terminations, etc. 4. Work with GME office regarding packet distribution or on-line distribution of information for new residents 5. Program Letter of Agreement (PLA) * will not be going away under NAS 6. All programs should now have a CCC committee in place April 1. Update resident files 2. Review and update residents handbook Milestones and new policies must be included 3. Evaluations should be updated 4. Annual evaluation of program and faculty by residents 5. Annual evaluation of program by faculty May 1. Semi-annual reviews/ milestones assessment 2. Final evaluations of graduating residents 3. Resident Duty hours monitoring 4. Process HR paperwork for graduating residents 5. Plan departmental graduating residents celebration 6. Plan departmental orientation for incoming residents 7. Coordinate election of GMEC reps/ Chief Resident/ etc. June 1. NAS key dates for Phase 1- June nd set of assessments due 2. Prepare documents for distribution at resident orientation 3. Collect check out form from graduating residents: *forwarding addresses, pagers, keys, IDs, etc 4. Departmental graduation event for housestaff 5. Review and update forms for new program year 6. Orientation 1. Select job-related Competencies 2. Select relevant behavioral indicators for each competency 3. Select the appropriate skill acquisition stage- to Expert 4. Apply model - Define strengths and weaknesses 5. Develop individual professional development plan[refer to Handout # 3] 1. Individual professional development plan [Handout #3] a. Personal Development Goals b. Action Steps to Meet Individualized Goals 1. Plan your actions- taking training classes 2. Anticipate obstacles 3. Leverage strengths c. Resources and support for achieving goals 1. Materials, resources, people used to meet development goals d. Accountability 1. Self-reflection on future improvement- evaluate progress 2. Update development strategy e. Acknowledgement 1. Timeline- estimate of when accomplished and impact 8

9 AHME Guide ACGME Annual Conference Webinars and Teleconferences Specialty Conferences for Program Coordinators/Administrators AHME Annual Conference & Teleconferences Networking with TPAs- locally and regionally Share best practices within institution Cross-Train with other Program Coordinators & Administrators Become Experts- develop skills above those required for your current position 9