Journal of Continuing Education in the Health Professions



HOME \| SITE MAP \| CONTACT US
Your Location: Home > Volume 25, Issue 3

CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 25 (3) Volume 25, Issue 3, Summer 2005 J Contin Educ Health Prof 2005; 25(3):197-202 INNOVATIONS American Osteopathic Association Commitment to Quality and Lifelong Learning Amelia G. Tunanidas, DO, FACOFP Diane N. Burkhart, PhD A b s t r a c t The American Osteopathic Association (AOA) initiated programs to enhance quality for 54, 000 doctors of osteopathic medicine (DOs) practicing in the United States. Seven core competencies are required in undergraduate and graduate medical education standards. They include osteopathic philosophy and osteopathic manipulative medicine, medical knowledge, patient care, professionalism, interpersonal or communication skills, practice-based learning, and systems-based practice.The AOA Clinical Assessment Program (AOA-CAP) is a quality improvement tool for physicians to evaluate the safety of patient care. Osteopathic residents and practicing physicians measure the quality and safety of patient care using evidence-based standards through an AOA-supported, Web-based architecture. Alternative models for recertification, including a Maintenance of Certification process, are under review by the AOA, the Bureau of Osteopathic Specialists (BOS), and osteopathic certifying boards. The BOS establishes and maintains standards for the various osteopathic certifying boards and oversees matters of policy, jurisdiction, and standards review. The American Osteopathic Board of Emergency Medicine is the first osteopathic board to adopt a Maintenance of Certification process.The goals of the AOA's continuing medical education (CME) program are continued excellence of patient care and improvement of health and well-being of individual patients and the public. The AOA agrees that CME will play a critical role in recertification and continual assessment of physician competence. The AOA believes that proposed activities of the Conjoint Committee on CME and quality initiatives of the osteopathic profession are in tandem with goals and quality initiatives of the AOA. Conjoint Committee on CME. Reforming and Repositioning Continuing Medical Education. Recommendations and Next Steps. Available at: www.jcehp.com/vol25/2503_CMEReport.pdf. (September 23, 2005) Lessons for Practice CME is considered part of the osteopathic continuum of education that includes predoctoral education, postdoctoral training, and board certification and recertification New models of measuring physician competence, excellence in practice, and patient safety will affect the future development, design, and impact of CME on osteopathic physician learners Osteopathic medicine incorporated 7 core competencies into the curricula of predoctoral and postdoctoral education; they are under consideration for use in osteopathic CME programs and processes The quality improvement tools of postgraduate medical education programs may be helpful in CME The AOA-CAP quality measurements may be incorporated as a component of osteopathic continuous board certification Key Words: Osteopathic; Core Competencies; Clinical Assessment Program; AOA; Recertification; Physician Competence; Postgraduate Medical Education; Quality Improvement
HOME \| SITE MAP \| CONTACT US Copyright © 1996-2012 JCEHP.com & The Journal of Continuing Education in the Health Professions All rights reserved Disclaimer · About This Site · Web Editor · Make JCEHP Your Homepage Information on this site was last updated: 31 January 2012