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INTRODUCTION

2/22/24 Anesthesiology GR - The Transition to CBME within Anesthesiology Residency Training and the Role of Technology in Education

QUIZ

EVALUATION

CERTIFICATE

INTRODUCTION

Credit Hours: CME 0.75

Target Audience:

Anesthesiologists and anesthesiologists-in-training and other anesthesia professionals, nurse anesthetists and anesthesia assistants.

Educational Objectives:

Upon completion of this activity, participants should be able to:

  • Identify the principles of CBME.
  • Recognize the advantages of a high quality assessment program for residency training.
  • Articulate the factors affecting implementation of CBME in residency training.
  • Describe the role of programmatic assessment in CBME.

Suggested Additional Reading & Joint Accreditation Statement - Note: This Accreditation Statement Supersedes All Other Statements:

Joint Accreditation Statement:

In support of improving patient care, the University of Pittsburgh is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.


The University of Pittsburgh School of Medicine is accredited by the ACCME to provide continuing medical education for physicians. The University of Pittsburgh School of Medicine designates this enduring material activity for a maximum of 0.75 AMA PRA Category 1 Credit™. Each physician should only claim credit commensurate with the extent of their participation in the activity. 


Other health care professionals will receive a certificate of attendance confirming the number of contact hours commensurate with the extent of participation in this activity.

Suggested Additional Reading

  • Andrews J, et al. Education in Pediatrics across the continuum (EPAC): first steps toward realizing the dream of competency-based education.  Acad Med. 2018;93(3):414-420. 
  • Hawkins RE, et al. Implementation of competency-based medical education: are we addressing the concerns and challenges? Med Educ. 2015;49:1086-1102. 
  • Lockyer J, Carracio C, Chan MK, et al.;ICBME Collaborators. Core principles of assessment in competency-based medical education. Med Teach. 2017;39:609-616.

Authors:
McKenzie Hollon, MD FASE — Director of Perioperative Echocardiography, Emory University School of Medicine
No planners, members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships to disclose.
No other members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.

This activity is approved for AMA PRA Category 1 Credit™

The University of Pittsburgh is an affirmative action, equal opportunity institution.