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Jay Jagannathan, G. Edward Vates, Nader Pouratian, Jason P. Sheehan, James Patrie, M. Sean Grady and John A. Jane Sr.

Accreditation Council for Graduate Medical Education : Duty Hours Subcommittee Report Chicago , Accreditation Council for Graduate Medical Education , 2009 . ( http://www.acgme.org/DutyHours/dutyHrs_Index.asp ) [Accessed 4 March 2009] 2 Basu CB , Chen LM , Hollier LH Jr , Shenaq SM : The effect of the Accreditation Council for Graduate Medical Education Duty Hours Policy on plastic surgery resident education and patient care: an outcomes study . Plast Reconstr Surg 114 : 1878 – 1886 , 2004 3 Brunworth JD , Sindwani R : Impact of duty hour

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Travis M. Dumont, Anand I. Rughani, Paul L. Penar, Michael A. Horgan, Bruce I. Tranmer and Ryan P. Jewell

national survey of the program directors and residents in neurosurgery training programs . Neurosurgery 56 : 398 – 403 , 2005 4 Gopaldas RR , Chu D , Dao TK , Huh J , LeMaire SA , Coselli JS , : Impact of ACGME work-hour restrictions on the outcomes of coronary artery bypass grafting in a cohort of 600,000 patients . J Surg Res 163 : 201 – 209 , 2010 5 Jagannathan J , Vates GE , Pouratian N , Sheehan JP , Patrie J , Grady MS , : Impact of the Accreditation Council for Graduate Medical Education work-hour regulations on

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Robert W. Bina, G. Michael Lemole Jr. and Travis M. Dumont

W ithin neurosurgery, the national mandate of the 2003 duty hour restrictions (DHR) by the Accreditation Council for Graduate Medical Education (ACGME) has been controversial at best. Ensuring the proper education, training, socialization, and psychological well-being of residents while fulfilling our primary purpose of patient care has generated an 11-year debate. Many of the formal medical disciplines have studied the effects that DHR have had on resident education and have developed strategies to address the often conflicting needs of education and

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A longitudinal survey of adult spine and peripheral nerve case entries during neurosurgery residency training

Presented at the 2018 AANS/CNS Joint Section on Disorders of the Spine and Peripheral Nerves

Nitin Agarwal, Michael D. White and D. Kojo Hamilton

procedures can allow for improvement in the education provided to residents, particularly in spine surgery. There has been a well-documented association between higher case volumes for surgeons and positive surgical outcomes for patients. 9 , 11 This volume-outcome relationship suggests that higher spinal case volumes for residents will lead to more skilled and adept spine surgeons. The Accreditation Council for Graduate Medical Education (ACGME) applies this model to neurosurgical residency training and has developed a required minimum number of procedures within each

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Nitin Agarwal, Michael D. White, Jonathan Cohen, L. Dade Lunsford and D. Kojo Hamilton

-outcome model is the method utilized by the Accreditation Council for Graduate Medical Education (ACGME) to track resident experience. The ACGME implemented minimum requirements for the number of cases performed in various surgical procedures, a goal in place to ensure that residents are sufficiently exposed to the spectrum of current neurosurgical techniques ( Table 1 ). Other studies suggest that this volume-outcome method may not apply in all circumstances. 4 For example, only 50% of surgical program directors felt that residents were competent in performing

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Nathan R. Selden, Zoher Ghogawala, Robert E. Harbaugh, Zachary N. Litvack, Matthew J. McGirt and Anthony L. Asher

care organizations and regulators. Milestones, Lifelong Learning The Accreditation Council for Graduate Medical Education (ACGME) is charged with oversight of medical and surgical residency and fellowship training programs in the US. In July 2002, the ACGME introduced the “Outcomes Project,” notable for the introduction of 6 core competencies: professionalism, communications and interpersonal skills, systems-based practice, practice-based learning and improvement, medical knowledge, and patient care. 1 The ACGME Outcomes Project envisioned the creation by

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Nathan R. Selden, Valerie C. Anderson, Shirley McCartney, Thomas C. Origitano, Kim J. Burchiel and Nicholas M. Barbaro

Council for Graduate Medical Education : Frequently Asked Questions: Neurological Surgery ( http://www.acgme.org/acgmeweb/Portals/0/PDFs/FAQ/160_Neurological_Surgery_FAQs.pdf ) [Accessed March 14, 2013] 2 Anderson RC , Kan P , Klimo P , Brockmeyer DL , Walker ML , Kestle JR : Complications of intracranial pressure monitoring in children with head trauma . J Neurosurg 101 : 1 Suppl 53 – 58 , 2004 3 Coplin WM , Avellino AM , Kim DK , Winn HR , Grady MS : Bacterial meningitis associated with lumbar drains: a retrospective cohort

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Nathan R. Selden

number ever training simultaneously at a single Accreditation Council for Graduate Medical Education (ACGME) neurosurgery residency. Other department and program leaders have asked me how we attracted women to OHSU and what they can do to achieve the same results. FIG. 3. Neurological surgery residents at OHSU in November 2015: Jacob Bagley, MD, Kelly Bridges, MD, Erik Brown, MD, PhD, Carli Bullis, MD, Jo Ling Goh, MD, Kunal Gupta, MBBChir, PhD, Frances Hardaway, MD, Katie L. Krause, MD, PhD, Yimo Lin, MD, Jesse Liu, MD, Paul McMahon, MD, Priscilla Pang, MD, MS

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Steven O. Tenny, Kyle P. Schmidt and William E. Thorell

T he Accreditation Council for Graduate Medical Education (ACGME) requires at least semiannual structured feedback and encourages programs to “incorporate evaluation feedback into daily practice.” 1 Feedback can encompass a wide variety of forms, including in person, written, electronic, or video formats. 2 , 5 , 9 , 10 , 12 , 14–18 , 20 , 22–24 Although some previous studies have examined how residents view feedback, 2 , 4 , 5 , 9–11 , 15 , 17 , 20 , 22 , 23 , 25 only one reported study has transferred this information into a meaningful modification of the

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Chris J. Neal and Michael K. Rosner

A s the first few generations of residents graduate under the work-hour restrictions imposed by the Accreditation Council for Graduate Medical Education in 2003, competency in various procedures will come under increased scrutiny in the credentialing process. Further efforts must be made during the training period to maximize resident education and proficiency. One aspect of such efforts is to understand the number of procedures that must be performed before a trainee can be considered safe and competent. Comparing the ability to perform a task more