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Anatomy Academy exposes undergraduate and medical students to all ACGME core competencies through an experiential learning environment
Author(s) -
Wisco Jonathan J.,
Diaz Molly M.,
Padilla Jessica,
Ojukwu Kenechukwu
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.19.2
Subject(s) - accreditation , graduate medical education , core competency , medical education , experiential learning , specialty , medicine , interpersonal communication , health care , psychology , family medicine , pedagogy , social psychology , marketing , economics , business , economic growth
In 1999 the Accreditation Council for Graduate Medical Education (ACGME) introduced six Core Competencies – Patient Care, Medical Knowledge, Practice‐based Learning and Improvement, Interpersonal and Communication Skills, Professionalism, Systems‐based Practice – for which all residents, regardless of specialty, are expected to be competent. The shift in residency education to meet the ACGME requirements has caused a domino effect in how schools approach medical education. We have developed a program called Anatomy Academy (AA) wherein undergraduate, medical, dental, allied health and education students teach anatomy, physiology and nutrition concepts to 5th and 6th grade children as an educational intervention to fight childhood obesity. We found, through IRB approved self‐efficacy evaluations and prompted written reflections, that the experiential learning environment benefits all participants in the program through vertical and horizontal learning and mentoring experiences and exposure to all 6 core competencies. We propose that AA, or similar programs, have an essential role in medical education. Grant Funding Source : The Albert Schweitzer Fellowship and the UCLA Monica Salinas Fellowship