Crain Barbara J, Alston Sebastian R, Bruch Leslie A, Hamilton Ronald L, McLendon Roger E, Rhodes C Harker, Tihan Tarik, Weidenheim Karen M
Department of Pathology, Johns Hopkins University School of Medicine, Baltimore, Maryland 21205, USA.
J Neuropathol Exp Neurol. 2005 Apr;64(4):273-9. doi: 10.1093/jnen/64.4.273.
The Accreditation Council for Graduate Medical Education (ACGME) has defined 6 core competencies for all physicians: patient care; medical knowledge; practice-based learning and improvement; interpersonal and communication skills; professionalism; and systems-based practice. However, the specific wording of the descriptions often assumes that the physician is a clinician rather than a pathologist. Therefore, the American Association of Neuropathologists, Inc. asked its Professional Affairs Committee to examine the core competencies and determine how they relate to training in neuropathology. The Committee's report is presented here in 6 sections, corresponding to the 6 competencies. In each section, the ACGME definition of that particular competency is either quoted directly or, more often, modified slightly to clarify how the competency applies to neuropathology. Each of the defined competencies is then followed by possible assessment tools, selected from those recommended in the ACGME's "toolbox." Specific suggestions are given for designing tools that apply to neuropathology. Many of the suggested activities and documentation methods can be combined into efficient, carefully formulated training/evaluation exercises. Different tools may be more applicable in some training programs.
毕业后医学教育认证委员会（ACGME）为所有医生定义了6项核心能力：患者护理；医学知识；基于实践的学习与改进；人际沟通技能；职业素养；基于系统的实践。然而，这些描述的具体措辞往往假定医生是临床医生而非病理学家。因此，美国神经病理学家协会要求其专业事务委员会审查这些核心能力，并确定它们与神经病理学培训的关系。委员会的报告在此分为6个部分，对应6项能力。在每个部分中，ACGME对该特定能力的定义要么直接引用，要么更常见的是稍作修改，以阐明该能力如何应用于神经病理学。然后，针对每项定义的能力，接着介绍从ACGME“工具箱”中推荐的工具中挑选出的可能的评估工具。针对设计适用于神经病理学的工具给出了具体建议。许多建议的活动和记录方法可以组合成高效、精心制定的培训/评估练习。不同的工具可能在某些培训项目中更适用。
