Scholarlink

Introduction <p>In 2022 the Accreditation Council for Graduate Medical Education (ACGME) introduced the Clinician Educator Milestones (CEM). These milestones provide a framework to assess and enhance the educational skills of medical educators. This study applied the ACGME CEM within the implementation of a newly designed Case-Based Learning (CBL) curriculum at a large, public medical school in the Southeastern United States. To facilitate the transition from lecture-based learning to small-group, case-based instruction, we implemented a faculty development program for CBL facilitators, using the CEM as a foundation for assessment and growth.</p> Methods <p>Twenty-six clinician educators participated in the Facilitator Growth Self-Assessment Survey, completed at the beginning and end of their first semester of the curriculum and again after a total of 1.5 years of facilitation. Facilitators evaluated themselves across 14 CEMs spanning competencies such as teaching, feedback, leadership, and well-being. Weekly faculty development sessions were designed to enhance educational knowledge or skills. Facilitators received individual growth reports and participated in reflective exercises to identify strengths and areas for improvement.</p> Results <p>The results revealed statistically significant growth in self-reported competencies across multiple milestones, indicating that the combination of structured faculty development and milestone-based self-assessment supports professional growth. Additionally, the study highlighted the value of the CEM framework in guiding institutional faculty development efforts.</p> Conclusion <p>This study is the first to describe the application of the ACGME CEM to faculty development. We successfully used the CEM to design a faculty development program and demonstrate growth in faculty educators’ milestone-based self-assessments. These insights can inform future applications of competency-based frameworks for faculty development in undergraduate and graduate medical education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

From Theory To Practice: Using the ACGME Clinician Educator Milestones To Support Faculty Growth in Medical Education

  • 期刊论文

  • 发表日期：

    2026年1月7日

查看全文
  • Christina Shenvi,
  • Jessica Fuller,
  • Seth McKenzie Alexander,
  • Kristen Hymel Scherrer

摘要

Introduction

In 2022 the Accreditation Council for Graduate Medical Education (ACGME) introduced the Clinician Educator Milestones (CEM). These milestones provide a framework to assess and enhance the educational skills of medical educators. This study applied the ACGME CEM within the implementation of a newly designed Case-Based Learning (CBL) curriculum at a large, public medical school in the Southeastern United States. To facilitate the transition from lecture-based learning to small-group, case-based instruction, we implemented a faculty development program for CBL facilitators, using the CEM as a foundation for assessment and growth.

Methods

Twenty-six clinician educators participated in the Facilitator Growth Self-Assessment Survey, completed at the beginning and end of their first semester of the curriculum and again after a total of 1.5 years of facilitation. Facilitators evaluated themselves across 14 CEMs spanning competencies such as teaching, feedback, leadership, and well-being. Weekly faculty development sessions were designed to enhance educational knowledge or skills. Facilitators received individual growth reports and participated in reflective exercises to identify strengths and areas for improvement.

Results

The results revealed statistically significant growth in self-reported competencies across multiple milestones, indicating that the combination of structured faculty development and milestone-based self-assessment supports professional growth. Additionally, the study highlighted the value of the CEM framework in guiding institutional faculty development efforts.

Conclusion

This study is the first to describe the application of the ACGME CEM to faculty development. We successfully used the CEM to design a faculty development program and demonstrate growth in faculty educators’ milestone-based self-assessments. These insights can inform future applications of competency-based frameworks for faculty development in undergraduate and graduate medical education.