, Volume 22, Issue 8, pp 1218-1219,
Open Access This content is freely available online to anyone, anywhere at any time.
Date: 19 Jun 2007

Trainees, Teams, and Timely Performance Feedback

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During the past decade, efforts to improve the quality of health care have become a major priority. Public reporting, pay-for-performance initiatives, and highly influential volunteer strategies such as the 100,000 Lives Campaign reflect the current emphasis of transparency, measurement, and accountability in care quality. Despite the popularity and enthusiasm for the principles underlying these initiatives, translating them into improved clinician performance and health care outcomes has been challenging.1,2

Graduate medical education (GME) has also evolved over this period. Practice-based learning and systems-based practice have emerged as important Accreditation Council for Graduate Medical Education (ACGME) competencies (http://www.acgme.org/outcome/). The first 2 phases of the ACGME Outcomes Project focused on structure and processes of training programs, with an emphasis on producing valid assessments of residents’ attainment of competency in these areas. In phase 3, which begun i