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I-6 RESIDENCY CRITERIA
An institution applying for an integrated program
format must:
Sponsor an existing independent program
“Continued Accreditation” status
Cycle length of at least three years
If these conditions are not present, the RRC will not
consider the request for an integrated program.
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What Should Be Included?
Initial Application PIF
Letters of support from:
PDs/Chiefs of service/department heads for the
services that will support rotations.
Serious discussion of “response to previous
citation” from most recent Independent program
letter of notification
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What Happens after Approval?
Initial Accreditation with maximum 3 yr cycle
Accreditation Withheld
Separate program number (461xxxxxxx)
Separate Internal Review Cycle
Strategies to Align Site Visit Dates
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Assessment of Readiness
Substantial Compliance with all requirements
Operative Requirements for ALL learners in the thoracic
surgery environment
Assessment of Institutional Readiness
Documentation of appropriate level of cooperation
among all departments/services where residents will
rotate
Assessment of TS Faculty Readiness
Are all of the TS faculty ready to teach TS residents to
tie knots?
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PGY 1-2
CT
ICU
Surg
Non-Surg
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PGY 3-4
CT
ICU
Surg
Non-Surg
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PGY 5-6
CT
ICU
Surg
Non-Surg
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Accountability
Non-CT Rotations
Need for Frequent Meetings
Problems may arise
Flexibility
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Those born after 1982
Teams, peer-to-peer
Engagement & experience
Demand for immediacy
Net Generation Learning Styles
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E-Learning
Use of technology to support and enhance
learning practice.
One of the following:
Better learning outcomes
More effective assessment
Cost-efficient
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E-Learning
Knowledge
Management
Stand-alone
Courses
Blended
Learning
Learning
Games
& Simulations
Virtual
Classrooms Mobile or
“Just in Time”
Learning
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http://www.facs.org/education/fsc/index.html
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General Surgery Resident Curriculum Portal
https//portal.surgicalcore.org/
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Learning Objectives from the
Thoracic Surgery Directors Association
(TSDA) Curriculum
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BEME Review
109 Studies
Feedback
Repetitive Practice
Integrated into an overall
curriculum
Increasing level of
difficulty
Multiple Learning
strategies
Clinical Variation
Individualized learning
Outcomes/ Benchmarks
clearly
Validity of Simulator
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BEME Review
109 Studies
Feedback
Repetitive Practice
Integrated into an overall
curriculum
Increasing level of
difficulty
Multiple Learning
strategies
Clinical Variation
Individualized learning
Outcomes/ Benchmarks
clearly
Validity of Simulator
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Cardiothoracic Surgery: I-6 Program
• The Selection Process: who are we trying to recruit?
• Identify students committed to a career in Cardiothoracic Surgery
– Maturity
– Dedicated focus in CT surgery – Sub-Internship
– AATS Fellowship
– Research in Cardiothoracic Surgery
– “Fire in the belly”
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Problems Teaching Medical Students CT
Surgery
• Immaturity
– Poor Time Management
– Just want to be in the operating room
– Lack of understanding what it takes to be a
successful CT surgeon
• Dedicated reading, practice technical skills…..outside 80hr
work week
• Technical Skills/Ability
• Knowledge Base
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Faculty Dedication
Mentorship Program
Education based on resident needs
Individual teaching sessions/reading assignments
Individual sessions in simulation lab
Define academic expectations
Goals and objectives each rotation
Practical and knowledge base requirements
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Resident Evaluation
• Competency Based
• Patient Care: 360⁰ evaluations
• Medical Knowledge
– R1: general surgery Absite
– R2-6: ABTS training exam
– Mock Oral Exams (biannual)
• Surgical Skills:
– Practical skills exam (quarterly)
– Rotation Evaluations
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Selection Process
Sub-Internship Performance
Interview Process
Maturity
Critical thinking during clinical scenarios
Technical Skills performance in simulation lab
Basic skills for “medical student”
Ability to take direction
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Lee, Reed, Fann, Feins, Ikonomidis, Carpenter, Tweddle, Meyerson, Verrier
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A New Era
“It is not the strongest of the
species that survives, nor the most
intelligent, but the one most
responsive to change”
‘A journey of a thousand
miles begins with a single
step.’