FOR IMMEDIATE RELEASE

Contact: David Keller MD
February 10, 2017 Email: david.keller@childrenscolorado.org

2017 JOSEPH W. ST. GEME, JR. LEADERSHIP AWARD RECIPIENT ANNOUNCED

Washington, DC - The Federation of Pediatric Organizations (FOPO) is delighted to announce that Carol Carraccio MD, MA, FAAP is the 2017 recipient of the Joseph W. St. Geme, Jr. Leadership Award. Dr. Carraccio will receive this award on Saturday, May 6, 2017 during the Opening General Session of the Pediatric Academic Societies Meeting in San Francisco, CA. A biography and photograph are attached.

The Joseph W. St. Geme, Jr. Leadership Award was created in honor of Dr. St. Geme to recognize a pediatrician who is a role model for others to emulate as a clinician, an educator, and/or an investigator. Recipients of this award have had a record of broad and sustained contributions to pediatrics that have had or will have a major impact on child health. Most importantly, the award recognizes those individuals who have "created a future" within the field.

Dr. Carracio is one of a handful of leaders worldwide whose vision has changed the way in which we train pediatricians in the United States and across the world, and whose contributions will have a lasting impact on how we envision, teach and assess current and future physicians across the continuum. As an early leader in the move to competency-based medical education (CBME), she led the development and implementation of the Pediatrics Milestone Project and is now integrating this framework with the framework of entrustable professional activities (EPAs), providing a path forward in the transformation to workplace assessement, the critical next step in advancing competency-based assessement. She has published more than 100 scholarly works in the field, including one of the most cited articles of the last century ("Shifting Paradigms: From Flexner to competencies" in Academic Medicine (2002;77:1-7)). She served in a number of leadership roles, as the President of the Association of Pediatric Program Directors (APPD), the Chair of the Pediatric Review Committee (RC) and Chair-Elect of the American Board of Pediatrics (ABP). Dr. Carraccio was among the first of the pediatrics faculty to envision education as a distinct subspecialty with a body of research, objective assessment tools, and specific educational outcome measures. She has formally and informally mentored scores of young pediatricians interested in building a career as teachers and educational scholars, many of whom are now leaders in their own right. As one of her nominators stated, "We are in a new world in medical education. We have now delineated the requisite competencies of a physician, identified the milestones of performance across the continuum, and created a framework for assessment-EPAs-that is both pragmatic and accessible to faculty. We owe this to Dr. Carraccio's groundbreaking work."

FOPO is composed of the American Academy of Pediatrics, Academic Pediatric Association, American Pediatric Society, American Board of Pediatrics, Association of Medical School Pediatric Department Chairs, Association of Pediatric Program Directors, and Society for Pediatric Research. The purpose of FOPO is to promote optimal health for children by building on the efforts and expertise of the member organizations, and on the relationships between the member organizations to accomplish shared goals.
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Picture and Biography



BIOSKETCH: CAROL CARRACCIO, MD, MA


In 1975, Dr. Carraccio began her career with entrance to what was then The Medical College of Pennsylvania and what is now Drexel University School of Medicine in Philadelphia with a commitment to becoming a pediatrician. She went on to complete her residency and a year as chief resident at St. Christopher's Hospital for Children in Philadelphia- a year that committed her to a lifetime of work in medical education. She was not only committed to the art of medical education but also the science. To enhance her skills in research, she went on to complete a Robert Wood Johnson Fellowship in General Academic Pediatrics at the Children's Hospital of Philadelphia. After two years of fellowship, Dr. Carraccio accepted her first academic faculty position at the University of Maryland School of Medicine where she remained for the next 26 years. She became the Director of Residency Training a year after her arrival. During her time there, she rose through the ranks from Assistant Professor to Professor with tenure and from Director of Residency Training to Associate Chair for Education. Though she remained at University of Maryland, she collaborated with many national organizations including the APPD, the American Academy of Pediatrics (AAP), the Accreditation Council for Graduate Medical Education (ACGME) and the ABP. After a decade of working on various ABP committees, including the Board of Directors, in 2011, Dr. Carraccio was recruited to the ABP as the Vice-President for Competency-based Assessment.

When the ACGME mandated a shift to a system of CBME in 2000, she realized that she had much to learn to effectively implement this new model of training and went to night school for a Master's degree in education at Loyola College in Maryland. Having experienced the challenges of assessing trainees, she was open to this new paradigm and became an early adopter, shifting her own program to this new system of learning and assessment in the early years after the mandate. Fortuitously, she was appointed to the Pediatric Review Committee (RC) of ACGME in 2002 and became Vice Chair from 2004-2005 and Chair from 2005-2007. During her tenure she suggested that if the RC were going to hold program directors accountable for the core competencies, that the RC needed to rewrite their program requirements to be competency-based. She led the revision of the training requirements and Pediatrics was the first discipline to have a competency-based set of program requirements. Based on this work, ACGME reached out to Carol to develop the materials for a national conference to train leaders of the other RCs in how to evaluate programs using competency-based requirements. Over the ensuing two years, with a couple of other competency enthusiasts, they trained members of the other specialty RCs. Again, fortuitously, her tenure on the Pediatrics RC overlapped with her tenure as President and Immediate Past President of the APPD. Dr. Carraccio fostered a focus on speakers and workshops that would advance CBME at APPD meetings, making pediatrics a leading specialty in CBME implementation.

In 2009, Dr. Carraccio was recruited by the ABP to lead the next major effort in advancing CBME, which was the Pediatrics Milestone Project. Working with a core group of truly dedicated clinician educators, they delivered a product 3 years later that was based on primary source literature, describing behaviorally based milestones for each of 48 competencies from a novice or early medical student to an expert who works to continually improve throughout the practice years. During this time, she became familiar with an additional assessment construct introduced in the Netherlands known as "Entrustable Professional Activities," (EPAs) that complements the contributions of competencies and milestones to trainee assessment. Carol tapped into the expertise of the authors reporting their experience and introduced the construct to leaders involved in pediatrics education and training. Working together with colleagues, they developed the initial list of general pediatrics EPAs. These were subsequently vetted by the pediatrics community and revised accordingly. The outcome of this work is that EPAs are now being written into the ACGME program requirements.

The ABP Foundation is currently supporting several studies to test the utility of EPAs in trainee assessment as well as sharing in the support of the Pediatrics Milestones Assessment Collaborative (PMAC). The latter is work that is being done with APPD and the National Board of Medical Examiners to build an assessment system and populate it with tools that have the validly evidence to assess milestone performance ratings. Early results of these studies have been quite positive and the hope is that lessons learned will provide better evidence than is currently available to program directors to inform their decisions about verification of competence at the completion of residency training. Also of note, when the Association of American Medical Colleges (AAMC) decided to develop the Core EPAs for Entering Residency, Dr. Carraccio was recruited to be part of the 13-member interdisciplinary drafting panel.

Based on how advanced the discipline was in implementing CBME, when the AAMC decided to support a pilot program to test a competency-based, time variable continuum from medical school to residency and residency to fellowship or practice, the specialty of pediatrics was asked to partner with the AAMC. At the time, the ABP had just completed its four-year self-study of pediatrics graduate medical education, concluding that GME needed to remain flexible and open to innovation to meet the evolving needs of patients. To that effect, the Initiative for Innovation in Pediatric Education (IIPE) was established and supported by the ABP. Through a competitive process, Dr. Carraccio was invited to become Director of IIPE. Thus, it seemed like a natural fit to have Carol represent the pediatrics community on the steering committee for AAMC's innovative pilot project that would later be named "Education in Pediatrics Across the Continuum (EPAC)." The seeds of this study, sown almost a decade ago, allowed six students, for the first time in the US, transition from undergraduate medical education to graduate medical education based on competence rather than time during the 2016-2107 academic year. This decision, was based on an EPA framework supported by competencies and milestones.

This is the beginning of a bridge to the education, training and practice continuum. There has been great advancement in assessment based on the work that has gone into implementing competencies, milestones and EPAs. Carol took on a major leadership role in this work although she is quick to point out that the advances that are now beginning to be realized are the collaborative work of so many bright and dedicated colleagues. Based on milestones, leaners now have a roadmap with expectations for performance and faculty now have the substrate for specific feedback to help trainees improve. Based on EPAs, intuitive supervision scales leading up to entrustment, are being developed and tested in workplace assessment. The work on EPAs is a collaborative effort among the Council of Pediatric Subspecialties, APPD, APPD LEARN (longitudinal educational assessment research network) and the ABP.

Dr. Carraccio has received several awards over the years for her contributions to medical education including The Walter W. Tunnessen, Jr. Award from the APPD, the Parker J. Palmer Courage to Teach Award from the ACGME, the Education Award from the American Academy of Pediatrics and the first Excellence in Pediatrics Award given by the University of Maryland, Department of Pediatrics.

Evidence of her commitment to the science of education and sharing lessons learned from her work can be seen in her numerous peer review publications and national and international presentations.