Competency-Based Education for the Molecular Genetic Pathology Fellow: A Report of the Association for Molecular Pathology Training and Education Committee

The following report represents guidelines for competency-based fellowship training in Molecular Genetic Pathology (MGP) developed by the Association for Molecular Pathology Training and Education Committee and Directors of MGP Programs in the United States. The goals of the effort were to describe each of the Accreditation Council for Graduate Medical Education competencies as they apply to MGP fellowship training, provide a summary of goals and objectives, and recommend assessment tools. These guidelines are particularly pertinent to MGP training, which is a relatively new specialty that operates within a rapidly changing scientific and technological arena. It is hoped that this document will provide additional material for directors of existing MGP programs to consider for improvement of program objectives and enhancement of evaluation tools already in place. In addition, the guidelines should provide a valuable framework for the development of new MGP programs.The Accreditation Council for Graduate Medical Education (ACGME) Outcomes Project (http://www.acgme.org/outcome, last accessed April 10, 2009) is a long-term effort designed to improve the process of educating residents and fellows. Central to this effort is the utilization of competency-based education and outcomes assessment at both the individual and program level. Competency-based education involves specific learning objectives around which a curriculum is designed and against which each trainee''s progress is assessed. Residents must demonstrate performance at the level of a new practitioner in six general competencies: patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice

Special Features: Education: Challenges and Opportunities Associated with Preceptored Community Health Clinical Experiences

ABSTRACT Preceptored community experiences present challenges different from those of preceptored experiences in the acute care setting. Instead of focusing on psychomotor skills, faculty must address population‐based skills and assess students' abilities to practice these skills. Faculty and preceptors' lack of knowledge to teach these skills further complicate the experiences, an issue indirectly related to faculty and nursing shortages. Although preceptors guide students, faculty are responsible for evaluating students in community preceptored experiences. The Association of Community Health Nursing Educators (ACHNE) Essentials of Baccalaureate Education (Essentials) offers opportunities for guiding and evaluating community health preceptored clinical experiences. Assignments and activities that reflect the ACHNE Essentials provide a firm foundation for the population focus of the course. This focus is validated through faculty visits to students in a variety of community settings. To plan successful community experiences and evaluate students, faculty must be knowledgeable about the population focus of community courses, apply this knowledge to students in a variety of settings, and ask challenging questions to assess student learning.     

School-Based Care: Clinical Challenges and Research Opportunities

purpose . To explore clinical challenges and research opportunities in one school-based clinic in a faculty practice model of health care delivery
client population . Ninth-through twelfth-graders at an Eastern urban high school, 80% of the students are from ethnic minorities
conclusions . Clinical, administrative, and research challenges need to be addressed on a larger scale through practice-based research networks across the country in order to have an impact on policy
practice implications . School-based care required integration of primary care and management of psychosocial and developmental needs. Practice in this setting includes primary, secondary, and tertiary prevention as intervention.