ACGME Program Requirements for Graduate Medical Education in Spinal Cord Injury Medicine

Transcription

1 ACGME Program Requirements for Graduate Medical Education in ACGME-approved: September 26, 2010; effective: July 1, 2011 Revised Common Program Requirements effective: July 1, 2011 Revised Common Program Requirements effective: July 1, 2013 ACGME approved categorization: June 9, 2013; effective: July 1, 2014 Revised Common Program Requirements effective: July 1, 2015 Revised Common Program Requirements effective: July 1, 2016 Editorial revision: February 8, 2016 Revised Common Program Requirements effective: July 1, 2017

2 ACGME Program Requirements for Graduate Medical Education in One-year Common Program Requirements are in BOLD Where applicable, text in italics describes the underlying philosophy of the requirements in that section. These philosophic statements are not program requirements and are therefore not citable. Introduction Int.A. Residency and fellowship programs are essential dimensions of the transformation of the medical student to the independent practitioner along the continuum of medical education. They are physically, emotionally, and intellectually demanding, and require longitudinally-concentrated effort on the part of the resident or fellow. The specialty education of physicians to practice independently is experiential, and necessarily occurs within the context of the health care delivery system. Developing the skills, knowledge, and attitudes leading to proficiency in all the domains of clinical competency requires the resident and fellow physician to assume personal responsibility for the care of individual patients. For the resident and fellow, the essential learning activity is interaction with patients under the guidance and supervision of faculty members who give value, context, and meaning to those interactions. As residents and fellows gain experience and demonstrate growth in their ability to care for patients, they assume roles that permit them to exercise those skills with greater independence. This concept-- graded and progressive responsibility--is one of the core tenets of American graduate medical education. Supervision in the setting of graduate medical education has the goals of assuring the provision of safe and effective care to the individual patient; assuring each resident s and fellow s development of the skills, knowledge, and attitudes required to enter the unsupervised practice of medicine; and establishing a foundation for continued professional growth. Int.B. Int.C. Int.D. Spinal cord injury medicine addresses the prevention, diagnosis, treatment, and management of traumatic spinal cord injury and non-traumatic myelopathies, including the prevention, diagnosis, and treatment of related medical, physical, psychosocial, and vocational disabilities and complications during the lifetime of the patient. The management of persons with spinal cord dysfunction requires a team and interspecialty approach with contributions from several medical and surgical specialties, as well as other health care professionals. When the spinal dysfunction is due to an active process or a chronic degenerative disorder, the management of the patient s primary disease is the responsibility of a physician in the appropriate discipline. Fellows acquire, within the interdisciplinary spinal cord injury team, knowledge of emergency care, and knowledge and skills in the following areas: acute care; 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 1 of 32

3 initial and ongoing medical rehabilitation; discharge planning; lifelong care; and scholarly activity in support of these skills. Int.E. The educational program in spinal cord injury medicine must be 12 months in length. (Core) * I. Institutions I.A. Sponsoring Institution One sponsoring institution must assume ultimate responsibility for the program, as described in the Institutional Requirements, and this responsibility extends to fellow assignments at all participating sites. (Core) The sponsoring institution and the program must ensure that the program director has sufficient protected time and financial support for his or her educational and administrative responsibilities to the program. (Core) I.A.1. I.A.1.a) I.A.2. I.A.3. I.B. I.B.1. The sponsoring institution must be a care center for persons with spinal cord dysfunction, or be affiliated with such a center. (Core) Affiliation with an accredited medical school is suggested. (Detail) The sponsoring institution must sponsor an Accreditation Council for Graduate Medical Education (ACGME)-accredited program in physical medicine and rehabilitation. (Core) The sponsoring institution must provide financial resources, including salaries, fringe benefits and opportunities for fellows continuing medical education. (Core) Participating Sites There must be a program letter of agreement (PLA) between the program and each participating site providing a required assignment. The PLA must be renewed at least every five years. (Core) The PLA should: I.B.1.a) I.B.1.b) I.B.1.c) I.B.1.d) identify the faculty who will assume both educational and supervisory responsibilities for fellows; (Detail) specify their responsibilities for teaching, supervision, and formal evaluation of fellows, as specified later in this document; (Detail) specify the duration and content of the educational experience; and, (Detail) state the policies and procedures that will govern fellow education during the assignment. (Detail) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 2 of 32

4 I.B.2. I.B.3. II. II.A. II.A.1. The program director must submit any additions or deletions of participating sites routinely providing an educational experience, required for all fellows, of one month full time equivalent (FTE) or more through the Accreditation Council for Graduate Medical Education (ACGME) Accreditation Data System (ADS). (Core) All participating sites providing clinical experiences should be in the same geographic location as the primary clinical site, limited to a travel time of no more than one hour for rotations requiring daily attendance, unless appropriate overnight accommodations are provided by the program or institution. (Detail) Program Personnel and Resources Program Director There must be a single program director with authority and accountability for the operation of the program. The sponsoring institution s GMEC must approve a change in program director. (Core) II.A.1.a) II.A.2. II.A.2.a) II.A.2.b) II.A.2.c) II.A.3. The program director must submit this change to the ACGME via the ADS. (Core) Qualifications of the program director must include: requisite specialty expertise and documented educational and administrative experience acceptable to the Review Committee; (Core) current certification in the subspecialty by the American Board of Physical Medicine and Rehabilitation, or subspecialty qualifications that are acceptable to the Review Committee; and, (Core) current medical licensure and appropriate medical staff appointment. (Core) The program director must administer and maintain an educational environment conducive to educating the fellows in each of the ACGME competency areas. (Core) The program director must: II.A.3.a) II.A.3.b) prepare and submit all information required and requested by the ACGME; (Core) be familiar with and oversee compliance with ACGME and Review Committee policies and procedures as outlined in the ACGME Manual of Policies and Procedures; (Detail) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 3 of 32

5 II.A.3.c) II.A.3.c).(1) II.A.3.c).(2) II.A.3.c).(3) II.A.3.c).(4) II.A.3.c).(5) II.A.3.c).(6) II.A.3.c).(7) II.A.3.c).(8) II.A.3.d) II.A.3.d).(1) II.A.3.d).(2) II.A.3.e) II.A.3.f) II.A.3.g) II.A.3.g).(1) obtain review and approval of the sponsoring institution s GMEC/DIO before submitting information or requests to the ACGME, including: (Core) all applications for ACGME accreditation of new programs; (Detail) changes in fellow complement; (Detail) major changes in program structure or length of training; (Detail) progress reports requested by the Review Committee; (Detail) requests for increases or any change to fellow duty hours; (Detail) voluntary withdrawals of ACGME-accredited programs; (Detail) requests for appeal of an adverse action; and, (Detail) appeal presentations to a Board of Appeal or the ACGME. (Detail) obtain DIO review and co-signature on all program application forms, as well as any correspondence or document submitted to the ACGME that addresses: (Detail) program citations, and/or, (Detail) request for changes in the program that would have significant impact, including financial, on the program or institution. (Detail) in cooperation with the program director of the core residency program, develop and implement a written supervision policy that specifies lines of responsibility for faculty members and fellows, as well as for residents in the core program; (Core) ensure close cooperation between the core residency program and the fellowship program; and, (Core) monitor fellow stress, including mental or emotional conditions inhibiting performance or learning, and drug- or alcohol-related dysfunction. (Core) Program directors and faculty members should be sensitive to the need for timely provision of confidential counseling and psychological support services to fellows Accreditation Council for Graduate Medical Education (ACGME) Page 4 of 32

6 (Detail) II.A.3.g).(2) II.A.4. II.A.4.a) II.A.4.b) II.A.4.c) II.A.4.d) II.B. II.B.1. II.B.1.a) II.B.2. II.B.3. II.B.4. II.B.5. II.B.5.a) II.B.5.b) Faculty Educational experiences in clinical situations which consistently produce undesirable stress on fellows must be evaluated and modified. (Core) The program director must demonstrate active participation in research or scholarly activities in spinal cord injury medicine by one or more of the following: (Detail) peer-reviewed funding; (Detail) publication of original research or review articles in peer-reviewed journals or chapters in textbooks; (Detail) publication or presentation of case reports or clinical series at local, regional, or national professional and scientific society meetings; or, (Detail) participation in national committees or educational organizations. (Detail) There must be a sufficient number of faculty with documented qualifications to instruct and supervise all fellows. (Core) In addition to the program director, there must be at least one other FTE faculty member with expertise in spinal cord injury medicine. (Detail) The faculty must devote sufficient time to the educational program to fulfill their supervisory and teaching responsibilities and demonstrate a strong interest in the education of fellows. (Core) The physician faculty must have current certification in the subspecialty by the American Board of Physical Medicine and Rehabilitation, or possess qualifications judged acceptable to the Review Committee. (Core) The physician faculty must possess current medical licensure and appropriate medical staff appointment. (Core) The faculty should participate in scholarly activity in the field of spinal cord injury medicine. The faculty must demonstrate active participation in scholarly activities by one or more of the following: (Detail) peer-reviewed funding; (Detail) publication of original research or review articles in peer-reviewed journals or chapters in textbooks; (Detail) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 5 of 32

7 II.B.5.c) II.B.5.d) II.B.6. II.C. publication or presentation of case reports or clinical series at local, regional, or national professional and scientific society meetings; or, (Detail) participation in national committees or educational organizations. (Detail) Faculty members in anesthesiology, emergency medicine, internal medicine (including the relevant subspecialties), neurological surgery, neurology, orthopaedic surgery, pediatrics, physical medicine and rehabilitation, plastic surgery, psychiatry, diagnostic radiology, general and/or trauma surgery, and urology should take an active role in the curriculum, providing instruction in the areas of their practices relevant to spinal cord dysfunction. (Detail) Other Program Personnel The institution and the program must jointly ensure the availability of all necessary professional, technical, and clerical personnel for the effective administration of the program. (Core) II.C.1. II.D. Resources Appropriately-qualified professional staff must be available in the disciplines of occupational therapy, orthotics and prosthetics, physical therapy, psychology, rehabilitation nursing, respiratory therapy, social service, speech-language pathology, therapeutic recreation, and vocational counseling. (Detail) The institution and the program must jointly ensure the availability of adequate resources for fellow education, as defined in the specialty program requirements. (Core) II.D.1. II.D.2. II.D.2.a) II.D.2.b) II.D.2.c) II.D.2.d) II.D.2.e) The program must have access to a service delivery system dedicated to the care of persons with spinal cord dysfunction. (Core) Resources must include: an emergency department that treats patients with spinal cord injury; (Detail) an accredited acute-care hospital; (Detail) a dedicated inpatient rehabilitation unit; (Detail) a designated outpatient clinic for persons with spinal cord dysfunction; (Detail) availability of home-care and other community reintegration resources; (Detail) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 6 of 32

8 II.D.2.f) II.D.2.g) II.D.3. II.D.4. II.E. the equipment, diagnostic imaging devices, electrodiagnostic devices, laboratory services; a urodynamic laboratory; and clinical facilities necessary to provide appropriate care to persons with spinal cord dysfunction; and, (Detail) specialty and subspecialty consultant services in anesthesiology, emergency medicine, internal medicine, neurological surgery, neurology, orthopaedic surgery, pathology, pediatrics, physical medicine and rehabilitation, plastic surgery, psychiatry, diagnostic radiology, general and/or trauma surgery, and urology. (Detail) The patient population must be of sufficient size and diversity of age, and include persons with new and continuing spinal cord care dysfunction, persons re-admitted to the hospital, and outpatients. (Core) Fellows must be provided with prompt, reliable systems for communication and interactions with supervisory physician faculty members. (Core) Medical Information Access Fellows must have ready access to specialty-specific and other appropriate reference material in print or electronic format. Electronic medical literature databases with search capabilities should be available. (Detail) III. III.A. Fellow Appointments Eligibility Requirements Fellowship Programs All required clinical education for entry into ACGME-accredited fellowship programs must be completed in an ACGME-accredited residency program, or in an RCPSC-accredited or CFPC-accredited residency program located in Canada. (Core) Prior to appointment in the program, fellows must have successfully completed an ACGME-accredited program, or an RCPSC- or CFPC-accredited program located in Canada, in one of the following: anesthesiology; emergency medicine; family medicine; internal medicine; neurological surgery; neurology; orthopaedic surgery; pediatrics; physical medicine and rehabilitation; plastic surgery; surgery; or urology. (Core) III.A.1. III.A.2. Fellowship programs must receive verification of each entering fellow s level of competency in the required field using ACGME or CanMEDS Milestones assessments from the core residency program. (Core) Fellow Eligibility Exception A Review Committee may grant the following exception to the fellowship eligibility requirements: 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 7 of 32

9 An ACGME-accredited fellowship program may accept an exceptionally qualified applicant**, who does not satisfy the eligibility requirements listed in Sections III.A. and III.A.1., but who does meet all of the following additional qualifications and conditions: (Core) III.A.2.a) III.A.2.b) III.A.2.c) III.A.2.d) III.A.2.e) III.A.2.e).(1) Assessment by the program director and fellowship selection committee of the applicant s suitability to enter the program, based on prior training and review of the summative evaluations of training in the core specialty; and (Core) Review and approval of the applicant s exceptional qualifications by the GMEC or a subcommittee of the GMEC; and (Core) Satisfactory completion of the United States Medical Licensing Examination (USMLE) Steps 1, 2, and, if the applicant is eligible, 3, and; (Core) For an international graduate, verification of Educational Commission for Foreign Medical Graduates (ECFMG) certification; and, (Core) Applicants accepted by this exception must complete fellowship Milestones evaluation (for the purposes of establishment of baseline performance by the Clinical Competency Committee), conducted by the receiving fellowship program within six weeks of matriculation. This evaluation may be waived for an applicant who has completed an ACGME International-accredited residency based on the applicant s Milestones evaluation conducted at the conclusion of the residency program. (Core) If the trainee does not meet the expected level of Milestones competency following entry into the fellowship program, the trainee must undergo a period of remediation, overseen by the Clinical Competency Committee and monitored by the GMEC or a subcommittee of the GMEC. This period of remediation must not count toward time in fellowship training. (Core) ** An exceptionally qualified applicant has (1) completed a non- ACGME-accredited residency program in the core specialty, and (2) demonstrated clinical excellence, in comparison to peers, throughout training. Additional evidence of exceptional qualifications is required, which may include one of the following: (a) participation in additional clinical or research training in the specialty or subspecialty; (b) demonstrated scholarship in the specialty or subspecialty; (c) demonstrated leadership during or 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 8 of 32

10 after residency training; (d) completion of an ACGME-Internationalaccredited residency program. III.A.3. III.A.4. III.B. The Review Committee for Physical Medicine and Rehabilitation does not allow exceptions to the Eligibility Requirements for Fellowship Programs in Section III.A. (Core) Prior to appointment in the program, each fellow must be notified in writing of the required length of the program. (Core) Number of Fellows The program s educational resources must be adequate to support the number of fellows appointed to the program. (Core) III.B.1. IV. IV.A. IV.A.1. IV.A.2. Educational Program The program director may not appoint more fellows than approved by the Review Committee, unless otherwise stated in the specialtyspecific requirements. (Core) The curriculum must contain the following educational components: Skills and competencies the fellow will be able to demonstrate at the conclusion of the program. The program must distribute these skills and competencies to fellows and faculty at least annually, in either written or electronic form. (Core) ACGME Competencies The program must integrate the following ACGME competencies into the curriculum: (Core) IV.A.2.a) IV.A.2.a).(1) IV.A.2.a).(1).(a) IV.A.2.a).(1).(a).(i) IV.A.2.a).(1).(a).(ii) Patient Care and Procedural Skills Fellows must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. Fellows: (Outcome) must demonstrate proficiency in: performing a comprehensive neurologic assessment and determining the injury level of the patient; (Outcome) performing a functional assessment based on neurological, musculoskeletal and cardiopulmonary examinations and psychosocial and pre-vocational evaluations; (Outcome) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 9 of 32

11 IV.A.2.a).(1).(a).(iii) IV.A.2.a).(1).(a).(iv) IV.A.2.a).(1).(a).(v) IV.A.2.a).(1).(a).(vi) IV.A.2.a).(1).(a).(vii) IV.A.2.a).(1).(a).(viii) IV.A.2.a).(1).(a).(ix) IV.A.2.a).(1).(b) IV.A.2.a).(1).(b).(i) IV.A.2.a).(1).(b).(ii) evaluating the stability of the spine; (Outcome) coordinating and managing the transition from acute-care to rehabilitation; (Outcome) referring and collaborating with programs of vocational rehabilitation in order to determine the functional goals for self-care, mobility, vocational, and avocational activities based on the level and completeness of the lesion; (Outcome) establishing short- and long-term rehabilitation goals and coordinating the implementation of the rehabilitation program to meet such goals; (Outcome) prescribing appropriate vehicle modifications and motor retraining and conditioning activities in order to promote independence in mobility and transportation, orthoses, and the adaptive equipment needed to meet the rehabilitation goals; (Outcome) managing and evaluating assistive equipment, including motorized wheelchairs, environmental control systems, and home modifications; and, (Outcome) determining when the rehabilitation goals have been achieved, finalizing the discharge plan, and arranging for the appropriate level of care to match the patient's needs. (Outcome) must, with appropriate consultation, demonstrate proficiency in: (Outcome) coordinating treatment and infection control, including the judicious use of antimicrobials; (Outcome) evaluating and managing complications, including deep vein thrombosis, pulmonary embolus, autonomic hyperreflexia, substance abuse, pain, spasticity, depression, and the sequelae of associated illnesses and pre-existing diseases; (Outcome) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 10 of 32

12 IV.A.2.a).(1).(b).(iii) IV.A.2.a).(1).(b).(iv) IV.A.2.a).(1).(c) IV.A.2.a).(1).(c).(i) IV.A.2.a).(1).(c).(ii) IV.A.2.a).(1).(c).(iii) IV.A.2.a).(1).(c).(iv) IV.A.2.a).(1).(c).(v) IV.A.2.a).(1).(c).(vi) IV.A.2.a).(1).(c).(vii) IV.A.2.a).(1).(c).(viii) evaluating and managing intercurrent disease, with special emphasis on the prevention and management of these diseases in patients at various levels of spinal cord injury; and, (Outcome) evaluating and managing the use of appropriate surgical procedures for skin problems, including resection of bone and the development of flaps for soft tissue coverage, and the pre- and post-operative management of these patients. (Outcome) must demonstrate proficiency in evaluating and managing: (Outcome) orthostatic hypotension and other cardiovascular abnormalities during initial mobilization of the patient; (Outcome) abnormalities and complications in other body systems resulting from spinal cord injury, including: pulmonary, genitourinary, endocrine, metabolic, vascular, cardiac, gastrointestinal, and integumentary; (Outcome) respiratory complications, including: airway obstruction, atelectasis, pneumonia, and tracheal stenosis; and complications associated with ventilator-dependent patients with spinal cord injury; (Outcome) care of patients with neurogenic bowel and bladder dysfunction; (Outcome) pain disorders associated with spinal cord disease/injury; (Outcome) musculoskeletal disorders associated with spinal cord disease/dysfunction, including shoulder pain, overuse syndromes, neck pain, shoulder subluxation, and heterotopic ossification; (Outcome) skin problems utilizing specialized beds, cushions, wheelchairs, and pressure mapping; (Outcome) treatment of the complications associated with chronic spinal cord injury, including pressure sores, spasticity, pain, urinary 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 11 of 32

13 calculi, urinary tract infection, fractures, post-traumatic syringomyelia, and progressive respiratory decline; (Outcome) IV.A.2.a).(1).(c).(ix) IV.A.2.a).(1).(c).(x) IV.A.2.a).(1).(c).(xi) IV.A.2.a).(1).(d) IV.A.2.a).(1).(e) IV.A.2.a).(1).(f) IV.A.2.a).(2) post-acute medical care of patients with medical spinal cord disease/dysfunction, including multiple sclerosis, motor neuron disease, transverse myelitis, and disorders affecting the spinal cord, including: infectious disorders, neoplastic disease, vascular disorders, toxic/metabolic disorders and congenital/developmental disorders; (Outcome) the special needs and problems of children and adolescents with spinal cord injury, including behavior, bladder, bowel, skin care, growth and development, immunizations, mobility, nutrition, pediatrics, self-care, recreation and schooling; and, (Outcome) medications of patients with spinal cord injury, including changes in pharmacokinetics, pharmacodynamics, drug interactions, over-medication, and compliance. (Outcome) must demonstrate proficiency in providing regular follow-up, evaluation and preventive health care to keep the patient at his/her maximum health and rehabilitation status, and coordinating this care with the patient s personal community physician; (Outcome) must demonstrate proficiency in implementing, over the course of the individual patient's lifetime, a health-maintenance and disease prevention program with early recognition and effective treatment of complications related to spinal cord dysfunction; and, (Outcome) must demonstrate proficiency in monitoring the evolution of neural dysfunction in order to recognize conditions that may require additional evaluation, consultation, or modification of treatment. (Outcome) Fellows must be able to competently perform all medical, diagnostic, and surgical procedures considered essential for the area of practice. Fellows: (Outcome) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 12 of 32

14 IV.A.2.a).(2).(a) IV.A.2.b) Medical Knowledge must demonstrate proficiency in the use of clinical neurophysiologic testing to assess the extent of neurapraxia, denervation, reinnervation, phrenic nerve function, and spinal cord function; (Outcome) Fellows must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and socialbehavioral sciences, as well as the application of this knowledge to patient care. Fellows: (Outcome) must demonstrate proficiency in their knowledge of: IV.A.2.b).(1) IV.A.2.b).(2) IV.A.2.b).(3) IV.A.2.b).(4) IV.A.2.b).(5) IV.A.2.b).(6) IV.A.2.b).(7) IV.A.2.b).(8) IV.A.2.b).(9) the organization and interdisciplinary practices of the Emergency Medical Services system relating to the prehospital and initial emergency department care of persons with spinal cord injury and associated injuries; (Outcome) the supportive role of spinal cord injury medicine to emergency medicine, neurological surgery, orthopaedic surgery, and other appropriate physicians in initial acutecare sites, including intensive and critical care units; (Outcome) the relationship between the extent and level of spinal cord injury on the ultimate residual functional capacity; (Outcome) the management of the neurogenic bladder and sexual dysfunction, and the role of the urologist in assisting with the diagnosis and management of bladder dysfunction, urinary tract infection, urinary calculi, sexual dysfunction, obstructive uropathy with or without stones, infertility, and problems of ejaculation; (Outcome) the kinesiology of upper extremity function and the use of muscle substitution patterns in retraining; (Outcome) the value, indications, and contraindications of tendon and muscle transfers and other operative procedures that would enhance function; (Outcome) indications and contraindications of phrenic nerve pacing and diaphragm, as well as invasive (i.e., tracheostomy) and non-invasive (i.e., oral/nasal interfaces) ventilator approaches; (Outcome) indications for personal care attendants, types of architectural modifications to accommodate patient needs, and community resources for follow-up care; (Outcome) the prevention and management of complications 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 13 of 32

15 associated with longstanding disability, the effects of aging with a disability, and the provision of long-term follow-up services; (Outcome) IV.A.2.b).(10) IV.A.2.b).(11) IV.A.2.b).(12) IV.A.2.b).(13) IV.A.2.b).(14) IV.A.2.c) the techniques of appropriate spinal immobilization required to protect patients from additional neurological damage; (Outcome) the various options for treatment of fractures and dislocations at all vertebral levels; (Outcome) the indications and use of functional electrical stimulation (FES) as applied to the management of spinal cord impairment; (Outcome) the professional role and contributions of the various allied health professions individually and collectively; and, (Outcome) interdisciplinary and interspecialty spinal cord injury teams, demonstrate the knowledge regarding the management of the pre- and post-operative care of patients undergoing operative procedures that enhance extremity function, including muscle and tendon transfers. (Outcome) Practice-based Learning and Improvement Fellows are expected to develop skills and habits to be able to meet the following goals: IV.A.2.c).(1) IV.A.2.c).(2) IV.A.2.c).(3) IV.A.2.c).(4) IV.A.2.c).(5) systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement; (Outcome) locate, appraise, and assimilate evidence from scientific studies related to their patients health problems; (Outcome) inform and counsel patients, their families, and other health specialists on a timely basis about the impact of a patient s disability; (Outcome) participate in patient education about all aspects of spinal cord dysfunction in order to promote patient independence and patient recognition of illness; and, (Outcome) teach hospital personnel, including medical students, residents, and fellows, as well as other health care providers, patients, local medical communities, and the general public, about relevant topics in spinal cord injury medicine. Demonstrated teaching skills must include: (Outcome) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 14 of 32

16 IV.A.2.c).(5).(a) IV.A.2.c).(5).(b) IV.A.2.c).(5).(c) IV.A.2.c).(5).(d) IV.A.2.d) assessing learning needs; (Outcome) developing objectives and curriculum plans; (Outcome) effectively using audiovisual and other teaching materials; and, (Outcome) evaluating teaching outcomes. (Outcome) Interpersonal and Communication Skills Fellows must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals. (Outcome) IV.A.2.d).(1) IV.A.2.e) Fellows must demonstrate competence in counseling patients and families in family meetings/discharge planning conferences, with a focus on community integration and adjustment to disability. (Outcome) Professionalism Fellows must demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. (Outcome) IV.A.2.e).(1) IV.A.2.e).(2) IV.A.2.f) Fellows must develop and maintain a professional relationship with primary care physicians, and assist with or provide primary care for needed follow-up examination and complex issues of spinal cord injury care. (Outcome) In all phases of care, fellows must apply legal principles especially pertinent to spinal cord injury, including diminished competence and the right to refuse treatment. (Outcome) Systems-based Practice Fellows must demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care. (Outcome) IV.A.2.f).(1) IV.A.3. IV.A.3.a) Fellows must demonstrate a management style compatible with an interdisciplinary team process. (Outcome) Curriculum Organization and Fellow Experiences Fellows must have an inpatient and outpatient spinal cord injury 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 15 of 32

17 experience, including: (Core) IV.A.3.a).(1) IV.A.3.a).(2) IV.A.3.a).(3) IV.A.3.a).(4) IV.A.3.b) IV.A.3.c) IV.A.3.d) IV.A.3.e) a minimum of three months of inpatient spinal cord injury rehabilitation; (Detail) a minimum of three months of outpatient spinal cord injury medicine; (Detail) provision of care (directly or in a direct supervisory role) for a case load of at least eight hospitalized patients when on an inpatient rotation; and, (Detail) management of the psychological effects of patients impairments in concert with appropriate disciplines and other team members in order to prevent the interference of these with a patient s reintegration and re-entry to the community. (Detail) Fellows must participate in prescribing a home-care plan for their spinal cord injury patients, as appropriate. (Detail) Fellows must coordinate participation of occupational therapists, orthotists, physical therapists, prosthetists, psychologists, recreational and vocational counselors, rehabilitation nurses, social workers, speech/language pathologists, and in-patient care management through daily rounds, patient care conferences, and patient and family educational sessions. (Detail) Fellows must have the opportunity to meet and share experiences with residents in the core program and in other specialties. (Detail) Didactic Curriculum The program must have conferences that must include caseoriented multidisciplinary conferences, journal club, and quality improvement seminars relevant to clinical care within the spinal cord injury medicine program. (Core) IV.A.3.e).(1) IV.A.3.e).(2) At a minimum, each fellow must have documented attendance at conferences that provide in-depth coverage of the major topics required for competence in spinal cord injury medicine over the duration of the 12-month program. (Detail) Quality improvement seminars must include discussion of initial, discharge, and follow-up data that have been analyzed regarding the functional outcomes of persons served, as well as other practice improvement activities that will help engage fellows in maintenance of certification. (Detail) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 16 of 32

18 IV.B. IV.B.1. IV.B.2. Fellows Scholarly Activities Fellows should have assigned time to conduct research or other scholarly activities. (Detail) Each fellow should demonstrate scholarship through at least one scientific presentation, abstract, or publication. (Outcome) V. Evaluation V.A. V.A.1. V.A.1.a) V.A.1.a).(1) Fellow Evaluation The program director must appoint the Clinical Competency Committee. (Core) At a minimum the Clinical Competency Committee must be composed of three members of the program faculty. (Core) The program director may appoint additional members of the Clinical Competency Committee. V.A.1.a).(1).(a) V.A.1.a).(1).(b) V.A.1.b) V.A.1.b).(1) V.A.1.b).(1).(a) V.A.1.b).(1).(b) V.A.1.b).(1).(c) V.A.2. These additional members must be physician faculty members from the same program or other programs, or other health professionals who have extensive contact and experience with the program s fellows in patient care and other health care settings. (Core) Chief residents who have completed core residency programs in their specialty and are eligible for specialty board certification may be members of the Clinical Competency Committee. (Core) There must be a written description of the responsibilities of the Clinical Competency Committee. (Core) Formative Evaluation The Clinical Competency Committee should: review all fellow evaluations semi-annually; (Core) prepare and ensure the reporting of Milestones evaluations of each fellow semi-annually to ACGME; and, (Core) advise the program director regarding fellow progress, including promotion, remediation, and dismissal. (Detail) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 17 of 32

19 V.A.2.a) V.A.2.b) V.A.2.b).(1) V.A.2.b).(2) V.A.2.b).(3) V.A.2.c) V.A.3. V.A.3.a) V.A.3.b) The faculty must evaluate fellow performance in a timely manner. (Core) The program must: provide objective assessments of competence in patient care and procedural skills, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice based on the specialty-specific Milestones; (Core) use multiple evaluators (e.g., faculty, peers, patients, self, and other professional staff); and, (Detail) provide each fellow with documented semiannual evaluation of performance with feedback. (Core) The evaluations of fellow performance must be accessible for review by the fellow, in accordance with institutional policy. (Detail) Summative Evaluation The specialty-specific Milestones must be used as one of the tools to ensure fellows are able to practice core professional activities without supervision upon completion of the program. (Core) The program director must provide a summative evaluation for each fellow upon completion of the program. (Core) This evaluation must: V.A.3.b).(1) V.A.3.b).(2) V.A.3.b).(3) become part of the fellow s permanent record maintained by the institution, and must be accessible for review by the fellow in accordance with institutional policy; (Detail) document the fellow s performance during their education; and, (Detail) verify that the fellow has demonstrated sufficient competence to enter practice without direct supervision. (Detail) V.B. V.B.1. Faculty Evaluation At least annually, the program must evaluate faculty performance as it relates to the educational program. (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 18 of 32

20 V.B.2. V.B.3. V.C. V.C.1. V.C.1.a) V.C.1.a).(1) V.C.1.a).(2) V.C.1.a).(3) These evaluations should include a review of the faculty s clinical teaching abilities, commitment to the educational program, clinical knowledge, professionalism, and scholarly activities. (Detail) Faculty evaluation by fellows should be confidential and conducted semiannually. (Core) Program Evaluation and Improvement The program director must appoint the Program Evaluation Committee (PEC). (Core) The Program Evaluation Committee: must be composed of at least two program faculty members and should include at least one fellow; (Core) must have a written description of its responsibilities; and, (Core) should participate actively in: V.C.1.a).(3).(a) V.C.1.a).(3).(b) V.C.1.a).(3).(c) V.C.1.a).(3).(d) V.C.2. planning, developing, implementing, and evaluating educational activities of the program; (Detail) reviewing and making recommendations for revision of competency-based curriculum goals and objectives; (Detail) addressing areas of non-compliance with ACGME standards; and, (Detail) reviewing the program annually using evaluations of faculty, fellows, and others, as specified below. (Detail) The program, through the PEC, must document formal, systematic evaluation of the curriculum at least annually, and is responsible for rendering a written, annual program evaluation. (Core) The program must monitor and track each of the following areas: V.C.2.a) V.C.2.b) V.C.2.c) V.C.3. fellow performance; (Core) faculty development; and, (Core) progress on the previous year s action plan(s). (Core) The PEC must prepare a written plan of action to document initiatives to improve performance in one or more of the areas listed 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 19 of 32

21 in section V.C.2., as well as delineate how they will be measured and monitored. (Core) V.C.3.a) V.C.4. V.C.5. The action plan should be reviewed and approved by the teaching faculty and documented in meeting minutes. (Detail) At least 50% of those who completed their education in the preceding five years should have taken the certifying examination. (Outcome) At least 50% of a program s graduates from the preceding five years who are taking the American Board of Physical Medicine and Rehabilitation s certifying examination for spinal cord injury medicine for the first time must pass. (Outcome) VI. VI. Fellow Duty Hours in the Learning and Working Environment The Learning and Working Environment Fellowship education must occur in the context of a learning and working environment that emphasizes the following principles: Excellence in the safety and quality of care rendered to patients by fellows today Excellence in the safety and quality of care rendered to patients by today s fellows in their future practice Excellence in professionalism through faculty modeling of: o o the effacement of self-interest in a humanistic environment that supports the professional development of physicians the joy of curiosity, problem-solving, intellectual rigor, and discovery Commitment to the well-being of the students, residents/fellows, faculty members, and all members of the health care team VI.A. VI.A.1. Patient Safety, Quality Improvement, Supervision, and Accountability Patient Safety and Quality Improvement All physicians share responsibility for promoting patient safety and enhancing quality of patient care. Graduate medical education must prepare fellows to provide the highest level of clinical care with continuous focus on the safety, individual needs, and humanity of their patients. It is the right of each patient to be cared for by fellows who are appropriately supervised; possess the requisite knowledge, skills, and abilities; understand the limits of their knowledge and experience; and seek assistance as required to provide optimal patient care Accreditation Council for Graduate Medical Education (ACGME) Page 20 of 32

22 Fellows must demonstrate the ability to analyze the care they provide, understand their roles within health care teams, and play an active role in system improvement processes. Graduating fellows will apply these skills to critique their future unsupervised practice and effect quality improvement measures. It is necessary for fellows and faculty members to consistently work in a well-coordinated manner with other health care professionals to achieve organizational patient safety goals. VI.A.1.a) VI.A.1.a).(1) Patient Safety Culture of Safety A culture of safety requires continuous identification of vulnerabilities and a willingness to transparently deal with them. An effective organization has formal mechanisms to assess the knowledge, skills, and attitudes of its personnel toward safety in order to identify areas for improvement. VI.A.1.a).(1).(a) VI.A.1.a).(1).(b) VI.A.1.a).(2) The program, its faculty, residents, and fellows must actively participate in patient safety systems and contribute to a culture of safety. (Core) The program must have a structure that promotes safe, interprofessional, team-based care. (Core) Education on Patient Safety Programs must provide formal educational activities that promote patient safety-related goals, tools, and techniques. (Core) VI.A.1.a).(3) Patient Safety Events Reporting, investigation, and follow-up of adverse events, near misses, and unsafe conditions are pivotal mechanisms for improving patient safety, and are essential for the success of any patient safety program. Feedback and experiential learning are essential to developing true competence in the ability to identify causes and institute sustainable systemsbased changes to ameliorate patient safety vulnerabilities. VI.A.1.a).(3).(a) Residents, fellows, faculty members, and other clinical staff members must: 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 21 of 32

23 VI.A.1.a).(3).(a).(i) VI.A.1.a).(3).(a).(ii) VI.A.1.a).(3).(a).(iii) VI.A.1.a).(3).(b) VI.A.1.a).(4) know their responsibilities in reporting patient safety events at the clinical site; (Core) know how to report patient safety events, including near misses, at the clinical site; and, (Core) be provided with summary information of their institution s patient safety reports. (Core) Fellows must participate as team members in real and/or simulated interprofessional clinical patient safety activities, such as root cause analyses or other activities that include analysis, as well as formulation and implementation of actions. (Core) Fellow Education and Experience in Disclosure of Adverse Events Patient-centered care requires patients, and when appropriate families, to be apprised of clinical situations that affect them, including adverse events. This is an important skill for faculty physicians to model, and for fellows to develop and apply. VI.A.1.a).(4).(a) VI.A.1.a).(4).(b) VI.A.1.b) VI.A.1.b).(1) Quality Improvement All fellows must receive training in how to disclose adverse events to patients and families. (Core) Fellows should have the opportunity to participate in the disclosure of patient safety events, real or simulated. (Detail) Education in Quality Improvement A cohesive model of health care includes qualityrelated goals, tools, and techniques that are necessary in order for health care professionals to achieve quality improvement goals. VI.A.1.b).(1).(a) VI.A.1.b).(2) Fellows must receive training and experience in quality improvement processes, including an understanding of health care disparities. (Core) Quality Metrics 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 22 of 32

24 Access to data is essential to prioritizing activities for care improvement and evaluating success of improvement efforts. VI.A.1.b).(2).(a) VI.A.1.b).(3) Fellows and faculty members must receive data on quality metrics and benchmarks related to their patient populations. (Core) Engagement in Quality Improvement Activities Experiential learning is essential to developing the ability to identify and institute sustainable systemsbased changes to improve patient care. VI.A.1.b).(3).(a) VI.A.1.b).(3).(a).(i) VI.A.2. VI.A.2.a) Supervision and Accountability Fellows must have the opportunity to participate in interprofessional quality improvement activities. (Core) This should include activities aimed at reducing health care disparities. (Detail) Although the attending physician is ultimately responsible for the care of the patient, every physician shares in the responsibility and accountability for their efforts in the provision of care. Effective programs, in partnership with their Sponsoring Institutions, define, widely communicate, and monitor a structured chain of responsibility and accountability as it relates to the supervision of all patient care. Supervision in the setting of graduate medical education provides safe and effective care to patients; ensures each fellow s development of the skills, knowledge, and attitudes required to enter the unsupervised practice of medicine; and establishes a foundation for continued professional growth. VI.A.2.a).(1) VI.A.2.a).(1).(a) Each patient must have an identifiable and appropriately-credentialed and privileged attending physician (or licensed independent practitioner as specified by the applicable Review Committee) who is responsible and accountable for the patient s care. (Core) This information must be available to fellows, faculty members, other members of the health care team, and patients. (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 23 of 32

25 VI.A.2.a).(1).(b) VI.A.2.b) VI.A.2.b).(1) VI.A.2.c) Fellows and faculty members must inform each patient of their respective roles in that patient s care when providing direct patient care. (Core) Supervision may be exercised through a variety of methods. For many aspects of patient care, the supervising physician may be a more advanced fellow. Other portions of care provided by the fellow can be adequately supervised by the immediate availability of the supervising faculty member or fellow physician, either on site or by means of telephonic and/or electronic modalities. Some activities require the physical presence of the supervising faculty member. In some circumstances, supervision may include post-hoc review of fellow-delivered care with feedback. The program must demonstrate that the appropriate level of supervision in place for all fellows is based on each fellow s level of training and ability, as well as patient complexity and acuity. Supervision may be exercised through a variety of methods, as appropriate to the situation. (Core) Levels of Supervision To promote oversight of fellow supervision while providing for graded authority and responsibility, the program must use the following classification of supervision: (Core) VI.A.2.c).(1) VI.A.2.c).(2) Direct Supervision the supervising physician is physically present with the fellow and patient. (Core) Indirect Supervision: VI.A.2.c).(2).(a) with Direct Supervision immediately available the supervising physician is physically within the hospital or other site of patient care, and is immediately available to provide Direct Supervision. (Core) VI.A.2.c).(2).(b) VI.A.2.c).(3) with Direct Supervision available the supervising physician is not physically present within the hospital or other site of patient care, but is immediately available by means of telephonic and/or electronic modalities, and is available to provide Direct Supervision. (Core) Oversight the supervising physician is available to provide review of procedures/encounters with feedback provided after care is delivered. (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 24 of 32

26 VI.A.2.d) VI.A.2.d).(1) VI.A.2.d).(2) VI.A.2.d).(3) VI.A.2.e) VI.A.2.e).(1) VI.A.2.f) VI.B. VI.B.1. VI.B.2. VI.B.2.a) VI.B.2.b) Professionalism The privilege of progressive authority and responsibility, conditional independence, and a supervisory role in patient care delegated to each fellow must be assigned by the program director and faculty members. (Core) The program director must evaluate each fellow s abilities based on specific criteria, guided by the Milestones. (Core) Faculty members functioning as supervising physicians must delegate portions of care to fellows based on the needs of the patient and the skills of each fellow. (Core) Fellows should serve in a supervisory role to residents or junior fellows in recognition of their progress toward independence, based on the needs of each patient and the skills of the individual resident or fellow. (Detail) Programs must set guidelines for circumstances and events in which fellows must communicate with the supervising faculty member(s). (Core) Each fellow must know the limits of their scope of authority, and the circumstances under which the fellow is permitted to act with conditional independence. (Outcome) Faculty supervision assignments must be of sufficient duration to assess the knowledge and skills of each fellow and to delegate to the fellow the appropriate level of patient care authority and responsibility. (Core) Programs, in partnership with their Sponsoring Institutions, must educate fellows and faculty members concerning the professional responsibilities of physicians, including their obligation to be appropriately rested and fit to provide the care required by their patients. (Core) The learning objectives of the program must: be accomplished through an appropriate blend of supervised patient care responsibilities, clinical teaching, and didactic educational events; (Core) be accomplished without excessive reliance on fellows to fulfill non-physician obligations; and, (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 25 of 32