The three Primary Care Medical Specialty Certifying Boards: the American Board of Family Medicine (ABFM), the American Board of Internal Medicine (ABIM), and the American Board of Pediatrics (ABP) have been working individually as well as collectively contributing to a joint approach to strengthen medical residency training in primary care, with a particular focus on the knowledge, skills and attitudes that aspiring physicians will need to successfully deliver high quality primary care in the context of both high-need populations and high performing, 21st century healthcare systems.
Each of the boards brings deep expertise in implementing and evaluating innovations in clinical training to this collaborative work [e.g., P4 in Family Medicine, Milestones in Medicine and Pediatrics; and the Initiative for Innovation in Pediatric Education (IIPE)]. The primary care certifying boards establish the standards for physician competency in their respective disciplines, which in turn set the performance bar for primary care training programs and their trainees. They also develop and test tools for physician performance assessment and improvement based on those standards, and help clinical faculty incorporate those tools into their training programs. The PCFDI builds off of and advances current efforts in each of the three disciplines to reform residency training.
Since 2009, the boards have been working together on the PCFDI through a representative Steering Committee (SC) comprised of educational leaders and educational researchers in the primary care disciplines of Family Medicine, Internal Medicine and Pediatrics. The SC provides expertise in content, program development, leadership and coordination across their organizations and constituencies to assure the participation, quality, and relevance of the PCFDI. Collectively, this group has contributed hundreds of hours of in-kind support to the development of this pilot project and will assist key personnel in achieving the goals of this important pilot project.
The Steering Committee recognizes that no single course or initiative will be sufficient to bring about true transformation. However, we believe this initiative will succeed, by creating regional learning communities, using theory-based, interactive educational approaches and by creating a supportive national infrastructure that has the capacity to catalyze meaningful change.