linical Simulation : Importance to the Internal edicine Educational Mission

b c c q u e s a p A t t M H m a edical education in the United States is constantly volving. However, some aspects have remained unhanged since the Flexner Report of 1910. One asect that hasn’t changed is the strong apprenticeship omponent of clinical education during which medcal students and residents train in academically orinted hospitals supervised by faculty physicians. ecently, this apprenticeship model for medical edcation began undergoing an extreme makeover. Beginning in 2001, the Accreditation Council for raduate Medical Education (ACGME) Outcome roject required residency programs to provide eduation and competency assessment of each resident n 6 core competencies: Patient Care, Medical nowledge, Communication, Professionalism, Pracice-Based Learning and Improvement, and Systemsased Practice. The Liaison Committee for Medical ducation has similar expectations for the evaluation f undergraduate medical education. Medical knowledge is expanding at a much faster ate than it can be learned. One solution for medical ducators and trainees to minimize potential knowldge gaps has been to lengthen the duration of trainng and to increase specialization. The Liaison Comittee for Medical Education and ACGME also have esponded by increasing the curricular mandates to edical schools and residency training programs.