| Systems-based practice in graduate medical education: systems thinking as the missing foundational construct. | |
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MedLine Citation:
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PMID: 21516607 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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Background: Since 2001, residencies have struggled with teaching and assessing systems-based practice (SBP). One major obstacle may be that the competency alone is not sufficient to support assessment. We believe the foundational construct underlying SBP is systems thinking, absent from the current Accreditation Council for Graduate Medical Education competency language. Summary: Systems thinking is defined as the ability to analyze systems as a whole. The purpose of this article is to describe psychometric issues that constrain assessment of SBP and elucidate the role of systems thinking in teaching and assessing SBP. Conclusion: Residency programs should incorporate systems thinking models into their curricula. Trainees should be taught to understand systems at an abstract level, in order to analyze their own healthcare systems, and participate in quality and patient safety activities. We suggest that a developmental trajectory for systems thinking be developed, similar to the model described by Dreyfus and Dreyfus. |
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Authors:
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Colleen Y Colbert; Paul E Ogden; Allison R Ownby; Constance Bowe |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Teaching and learning in medicine Volume: 23 ISSN: 1532-8015 ISO Abbreviation: Teach Learn Med Publication Date: 2011 Apr |
Date Detail:
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Created Date: 2011-04-25 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 8910884 Medline TA: Teach Learn Med Country: England |
Other Details:
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Languages: eng Pagination: 179-85 Citation Subset: IM |
Affiliation:
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Scott & White Healthcare and Internal Medicine, Texas A&M University System Health Science Center College of Medicine, Temple, Texas, USA. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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