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High-Quality Learning for High-Quality Health Care
Getting It Right
David C. Leach, MD;
Ingrid Philibert, MHA, MBA
JAMA. 2006;296:1132-1134.
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In July 2003, the Accreditation Council for Graduate Medical Education (ACGME) established common residency program requirements that, among other provisions, restricted the number of hours the 100 000 residents in the United States can be on duty. In the 3 years that followed, the duty hour sections of the common requirements have received considerable attention from the media, the public, and the academic community. Comments have ranged from praise of the limits as critical to better patient care and learner safety and well-being,1-2 to predictions that they will spell doom for professionalism and continuity of care.3
The ACGME established duty hour limits with the goal of ensuring high-quality learning and safe, effective care in teaching settings.4 At the same time, the ACGME accreditation focus extends far beyond resident hours. Its review committees use information on the curriculum, the quality and engagement of faculty, . . . [Full Text of this Article]
Author Affiliations: Accreditation Council for Graduate Medical Education, Chicago, Ill.
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