PILOT Project of a Physician Training Documentation Tool That Guides Quality Learning Activities

Background: In 2012, ASBMT published revised guidelines for Hematopoietic Stem Cell Transplant (HSCT) physician training using the AGCME framework of core competencies:

1. Medical Knowledge
2. Patient Care
3. Interpersonal and Communication Skills
4. Practice-Based Learning and Improvement
5. Systems-Based Practice
6. Professionalism

The Sarah Cannon Blood Cancer Network (SCBCN) consists of 5 programs in the US performing over 850 HSCT annually. Many HSCT programs currently rely on documentation by the Medical Director to assure compliance with training standards and FACT accreditation. Without a formal plan for prospective evaluation of core competencies, there is a risk that such evaluations may be subjective or incomplete. A Sarah Cannon team reviewed the guidelines and proposed creation of a physician training documentation tool that would meet the intent of ASBMT training guidelines and relevant FACT standards for documentation of physician training as well as provide guidance related to quality activity learning options.

Methods: As part of the physician led SCBCN quality program, a documentation tool was developed to assure compliance with the revised guidelines for fellows in training in the SCBCN and for recent graduates of fellowship programs who joined the SCBCN as attending physicians.  The tool was developed in a check list format that detailed the ASBMT training objectives, the SCBCN learning options, as well as assessment of methods and validation.  Using the 2012 American Society of Blood and Marrow Transplantation Guidelines for Training in Hematopoietic Progenitor Cell Transplantation and the FACT standards relating to documentation of physician training, the tool is designed to provide required documentation and offer opportunities for quality activity-based learning options. A primary goal of this project is to create meaningful learning opportunities for the trainee and provide value to the transplant program. Particular attention was given to core competencies 3, 4, & 5 in connecting quality activities to demonstrate competence. The tool was reviewed and adopted by SCBCN transplant physicians.

We are presently evaluating the tool with physicians who have recently joined SCBCN and their assigned mentors.

Discussion: The following measures will be assessed at the end of the pilot period:

1. Ease of use of the tool
2. Overall Value of Quality Learning Options for Trainee
3. Overall Value of Learning Options for the transplant program