부산대학교 도서관

Purpose: In 2015, the Accreditation Council for Graduate Medical Education and the American Board of Family Medicine jointly initiated the Family Medicine Milestone Project aiming to establish a milestone-based framework for assessing the competencies of family medicine residents at various levels from beginner to professional. Based on the project's core concept of competency-based medical education, the present study explored the key milestones of family medicine resident training in Taiwan. Method: The project assessed six core competencies consisting 22 sub-competencies with each sub-competency incorporating five levels and each level including 1-3 items, leading to a total of 263 items in the fuzzy Delphi questionnaire. An expert meeting composed of 40 male and 29 female family physicians was organized. Through random allocation, participants were divided into three groups, and two core competencies were surveyed per group through expert judgment using the fuzzy Delphi method. Result: Of the 64 physicians completing effective questionnaires, 20 were assessed for their competencies of patient care and medical knowledge, 21 for competencies of professionalism and practice-based learning and improvement, and 23 for competencies of systems-based practice and interpersonal and communication skills. After questionnaire data were compiled and the importance of all items for their corresponding levels estimated by the max-min method, 263 items were identified. One key item was then selected for each level, resulting in the emergence of 110 key items. Conclusion: With the core concepts drawn from the professional growth process, a five-level learning map with 22 professional sub-competencies of the six core competencies was constructed. This 110-item evaluation form can be used in conjunction with the constructed learning map for the evaluation of family medicine residents in order to promote competency-based medical education.