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The first three weeks of each month, this weekly column from The Greeley Company will address current issues in peer review, bylaws and governance, and credentialing and privileging. The last week(s) it will cover other important medical staff related topics.
With the return to school in the fall comes both the relief that parents feel that the summer is over and the complaints they begin to hear regarding new teachers and assignments. My 16-year-old daughter recently was complaining about an assignment that seemed particularly difficult because her teacher did not clearly communicate to the students what he actually wanted them to accomplish. Of course, she was not asking for parental advice. She had already contacted her fellow classmates regarding their impressions, most likely through texting, to express her dismay (OMG!!!) and solicit advice.
We also have our own difficult assignments. As I talk with medical staffs about the challenges they have faced in implementing OPPE using The Joint Commission/ Accreditation Council for Graduate Medical Education (ACGME) six general competencies framework, the one category that seems to cause the most consternation is practiced-based learning. There seems to be two issues causing their concern:
Read more of this column by Robert J. Marder, MD, CMSL, vice president of The Greeley Company, a division of HCPro, Inc., in Marblehead, MA.
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