title: Educational Experiences Residents Perceive As Most Helpful for the Acquisition of the ACGME Competencies.
abstract: BACKGROUND
  The Accreditation Council for Graduate Medical Education (ACGME) requires physicians in training to be educated in 6 competencies considered important for independent medical practice. There is little information about the experiences that residents feel contribute most to the acquisition of the competencies.
  
  
  OBJECTIVE
  To understand how residents perceive their learning of the ACGME competencies and to determine which educational activities were most helpful in acquiring these competencies.
  
  
  METHODS
  A web-based survey created by the graduate medical education office for institutional program monitoring and evaluation was sent to all residents in ACGME-accredited programs at the David Geffen School of Medicine, University of California-Los Angeles, from 2007 to 2010. Residents responded to questions about the adequacy of their learning for each of the 6 competencies and which learning activities were most helpful in competency acquisition.
  
  
  RESULTS
  We analyzed 1378 responses collected from postgraduate year-1 (PGY-1) to PGY-3 residents in 12 different residency programs, surveyed between 2007 and 2010. The overall response rate varied by year (66%-82%). Most residents (80%-97%) stated that their learning of the 6 ACGME competencies was "adequate." Patient care activities and observation of attending physicians and peers were listed as the 2 most helpful learning activities for acquiring the 6 competencies.
  
  
  CONCLUSIONS
  Our findings reinforce the importance of learning from role models during patient care activities and the heterogeneity of learning activities needed for acquiring all 6 competencies.
authors.forename: Lourdes R
authors.initials: LR
authors.lastname: Guerrero
authors.forename: Susan
authors.initials: S
authors.lastname: Baillie
authors.forename: Paul
authors.initials: P
authors.lastname: Wimmers
authors.forename: Neil
authors.initials: N
authors.lastname: Parker