Blood Banking/Transfusion Medicine Milestones - ACGME
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Blood Banking/Transfusion
Medicine Milestones
The Accreditation Council for Graduate Medical Education
Second Revision: November 2020
First Revision: May 2014
©2020 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Milestones on a non-exclusive basis for educational
purposes.Blood Banking/Transfusion Medicine Milestones
The Milestones are designed only for use in evaluation of fellows in the context of their participation in ACGME-
accredited residency or fellowship programs. The Milestones provide a framework for the assessment of the
development of the fellow in key dimensions of the elements of physician competence in a specialty or
subspecialty. They neither represent the entirety of the dimensions of the six domains of physician competency,
nor are they designed to be relevant in any other context.
©2020 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for educational
purposes.
iBlood Banking/Transfusion Medicine Milestones Work Group
Carrie Bowler, MS, MLS(CM)
Sally Campbell Lee, MD
Ronald Domen, MD
Laura Edgar, CAE, EdD
Melissa George, DO
Andrea Ho, MD
Sydney McLean, MHA
Kerry O’Brien, MD
Kinjal Shah, MD
James Stubbs, MD
Mrigender Virk, MD
The ACGME would like to thank the following organizations for their continued support in the development
of the Milestones:
American Association of Blood Banks
American Board of Pathology
Review Committee for Pathology
©2020 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for educational
purposes.
iiUnderstanding Milestone Levels and Reporting
This document presents the Milestones, which programs use in a semi-annual review of fellow performance, and then report to the
ACGME. Milestones are knowledge, skills, attitudes, and other attributes for each of the ACGME Competencies organized in a
developmental framework. The narrative descriptions are targets for resident/fellow performance throughout their educational
program.
Milestones are arranged into levels. Tracking from Level 1 to Level 5 is synonymous with moving from novice to expert fellow in the
specialty or subspecialty. For each reporting period, the Clinical Competency Committee will review the completed evaluations to
select the milestone levels that best describe each learner’s current performance, abilities, and attributes for each subcompetency.
These levels do not correspond with post-graduate year of education. Depending on previous experience, a junior fellow may achieve
higher levels early in his/her educational program just as a senior fellow may be at a lower level later in his/her educational program.
There is no predetermined timing for a resident to attain any particular level. Fellows may also regress in achievement of their
milestones. This may happen for many reasons, such as over scoring in a previous review, a disjointed experience in a particular
procedure, or a significant act by the fellow.
Selection of a level implies the fellow substantially demonstrates the milestones in that level, as well as those in lower levels (see the
diagram on page vi).
©2020 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for educational
purposes.
iiiAdditional Notes
Level 4 is designed as a graduation goal but does not represent a graduation requirement. Making decisions about readiness for
graduation and unsupervised practice is the purview of the program director. Furthermore, Milestones 2.0 include revisions and
changes that preclude using Milestones as a sole assessment in high-stakes decisions (i.e., determination of eligibility for certification
or credentialing). Level 5 is designed to represent an expert fellow whose achievements in a subcompetency are greater than the
expectation. Milestones are primarily designed for formative, developmental purposes to support continuous quality improvement for
individual learners, education programs, and the specialty. The ACGME and its partners will continue to evaluate and perform
research on the Milestones to assess their impact and value.
Some milestone descriptions include statements about performing independently. These activities must occur in conformity to
ACGME supervision guidelines as described in the Program Requirements, as well as to institutional and program policies. For
example, a fellow who performs a procedure independently must, at a minimum, be supervised through oversight.
A Supplemental Guide is also available to provide the intent of each subcompetency, examples for each level, assessment methods
or tools, and other available resources. The Supplemental Guide, like examples contained within the Milestones, is designed only to
assist the program director and Clinical Competency Committee, and is not meant to demonstrate any required element or outcome.
Additional resources are available in the Milestones section of the ACGME website. Follow the links under “What We Do” at
www.acgme.org.
©2020 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for educational
purposes.
ivThe diagram below presents an example set of milestones for one subcompetency in the same format as the ACGME Report
Worksheet. For each reporting period, a fellow’s performance on the milestones for each subcompetency will be indicated by
selecting the level of milestones that best describes that fellow’s performance in relation to those milestones.
Selecting a response box in the Selecting a response box on the line in
middle of a level implies that between levels indicates that milestones
milestones in that level and in lower in lower levels have been substantially
levels have been substantially demonstrated as well as some
demonstrated. milestones in the higher level(s).
©2020 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for educational
purposes.
vVersion 2 Blood Banking/Transfusion Medicine Milestones, ACGME Report Worksheet
Patient Care 1: Consultation
Level 1 Level 2 Level 3 Level 4 Level 5
Describes the use of a For simple consultations, For complex Manages complex Recognized as an expert
consultation and lists delineates the clinical consultations, delineates consultations in providing
useful resources question, obtains the clinical question, independently with comprehensive
additional clinical obtains additional clinical comprehensive, timely consultations
information, can access information, applies documentation of
available resources, relevant resources, and findings and
recommends next steps, recommends next steps recommendations
and documents, with with assistance; manages
assistance simple consultations
independently
Comments:
Not Yet Completed Level 1
Not Yet Rotated
©2020 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for
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1Version 2 Blood Banking/Transfusion Medicine Milestones, ACGME Report Worksheet
Patient Care 2: Therapeutic and Donor Procedures
Level 1 Level 2 Level 3 Level 4 Level 5
Manages uncomplicated Independently manages Manages complicated Independently manages Serves as an expert
apheresis procedures uncomplicated apheresis apheresis procedures, complicated apheresis resource in apheresis
(e.g., therapeutic, procedures with assistance procedures management
hematopoietic progenitor
cell collection, donor
collections) with
assistance
Comments:
Not Yet Completed Level 1
Not Yet Rotated
©2020 Accreditation Council for Graduate Medical Education (ACGME)
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educational purposes.
2Version 2 Blood Banking/Transfusion Medicine Milestones, ACGME Report Worksheet
Patient Care 3: Interpretation and Diagnosis
Level 1 Level 2 Level 3 Level 4 Level 5
Develops a differential Independently develops a Integrates test results and Independently Serves as a local expert
diagnosis based on test differential diagnosis the clinical scenario to integrates test results to inform clinical care
results, with assistance based on test results make recommendations and the clinical scenario
for clinical care, with to make
assistance recommendations for
clinical care
Comments:
Not Yet Completed Level 1
Not Yet Rotated
©2020 Accreditation Council for Graduate Medical Education (ACGME)
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3Version 2 Blood Banking/Transfusion Medicine Milestones, ACGME Report Worksheet
Patient Care 4: Reporting
Level 1 Level 2 Level 3 Level 4 Level 5
Identifies the key Generates timely reports Generates timely reports Independently Independently generates
elements of a complete for simple cases, that includes ancillary generates timely reports nuanced reports that
report and demonstrates including testing for complex cases, that include ancillary expresses the ambiguity
understanding of timely recommendations, with with assistance; testing for complex and uncertainty of
reporting assistance independently generates cases complex cases
reports for simple cases
Comments:
Not Yet Completed Level 1
Not Yet Rotated
©2020 Accreditation Council for Graduate Medical Education (ACGME)
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4Version 2 Blood Banking/Transfusion Medicine Milestones, ACGME Report Worksheet
Medical Knowledge 1: Immunohematology Testing
Level 1 Level 2 Level 3 Level 4 Level 5
Identifies components of Distinguishes normal and Interprets basic and Independently interprets Serves as an expert
basic donor and patient/ abnormal donor and complex donor and basic and complex resource in
recipient patient/recipient patient/recipient donor and immunohematology
immunohematology test immunohematology test immunohematology test patient/recipient
results results results, with assistance immunohematology test
results
Describes basic Differentiates donor Recognizes limitations of Directs additional
principles and versus patient/recipient immunohematology immunohematology
methodology of immunohematology testing methodology testing as necessary to
immunohematology tests testing resolve complex
problems
Comments:
Not Yet Completed Level 1
Not Yet Rotated
©2020 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for
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5Version 2 Blood Banking/Transfusion Medicine Milestones, ACGME Report Worksheet
Medical Knowledge 2: Donor Management and Component Manufacture
Level 1 Level 2 Level 3 Level 4 Level 5
Describes basic Interprets donor infectious Independently interprets Directs additional Serves as an expert
principles and disease test results and donor infectious disease infectious disease resource in interpretation
methodology of donor determines donor test results, determines testing as necessary to of donor infectious
infectious disease eligibility, with assistance donor eligibility, and resolve donor eligibility disease testing and donor
screening and eligibility product disposition issues eligibility
Describes basic Identifies component Resolves common Independently resolves Suggests or implements
principles and acceptability criteria and manufacturing issues, common and unusual workflow process
methodology of potential issues in with assistance manufacturing issues changes to prevent
component manufacturing manufacturing issues
manufacturing
Comments:
Not Yet Completed Level 1
Not Yet Rotated
©2020 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for
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6Version 2 Blood Banking/Transfusion Medicine Milestones, ACGME Report Worksheet
Medical Knowledge 3: Apheresis
Level 1 Level 2 Level 3 Level 4 Level 5
Describes basic Uses basic clinical tests Identifies potential Integrates advanced Serves as an expert
principles, methodology, and physical exam complications of knowledge of common resource in therapeutic
and risks of apheresis findings/vital signs in the apheresis risk factors and apheresis
assessment and complications in
management of apheresis therapeutic apheresis
patients
Identifies resources to Demonstrates knowledge Seeks and integrates Independently seeks
guide apheresis practice of diseases commonly evidence-based and integrates
treated with apheresis information to inform evidence-based
application of therapeutic information to inform
apheresis to uncommon application of
cases, with assistance therapeutic apheresis to
uncommon cases
Comments:
Not Yet Completed Level 1
Not Yet Rotated
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All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for
educational purposes.
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Medical Knowledge 4: Transfusion Practice
Level 1 Level 2 Level 3 Level 4 Level 5
Describes blood Identifies blood bank and Interprets common Interprets complex Serves as an expert
components and their supplemental testing supplemental testing supplemental testing resource in transfusion
generally accepted (e.g., hematology, results and integrates with results and integrates practice and sets
indications hemostasis) to guide blood bank testing results with blood bank testing institutional guidelines
transfusion practice, to guide transfusion results to guide
including blood product practice transfusion practice
selection
Comments:
Not Yet Completed Level 1
Not Yet Rotated
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educational purposes.
8Version 2 Blood Banking/Transfusion Medicine Milestones, ACGME Report Worksheet
Medical Knowledge 5: Cellular Therapy and Transplantation
Level 1 Level 2 Level 3 Level 4 Level 5
Describes different Distinguishes clinical Recognizes complications Integrates knowledge of Serves as an expert
collection procedures scenarios that require unique to hematopoietic hematopoietic resource in cellular
and sources of different hematopoietic progenitor cell source progenitor cell sources, therapy
hematopoietic progenitor progenitor cell sources collection, and
cells and their clinical monitoring of
application engraftment into patient
care
Describes basic Identifies product Recommends when Applies special
principles and acceptability criteria and special modifications are modifications for patient
methodology of product special considerations for needed care and assesses
processing and processing, efficacy of product
manufacturing manufacturing, and
storage
Identifies the importance Describes specialized Integrates specialized test Independently
of specialized testing testing methods relevant results relevant to integrates specialized
relevant to to transplantation transplantation, with test results relevant to
transplantation (e.g., assistance transplantation
human leukocyte
antigen)
Comments:
Not Yet Completed Level 1
Not Yet Rotated
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All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for
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Medical Knowledge 6: Clinical Reasoning
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates a basic Demonstrates clinical Synthesizes information Independently Demonstrates intuitive
framework for clinical reasoning to determine to inform clinical synthesizes information approach to clinical
reasoning relevant information reasoning, with to inform clinical reasoning for complex
assistance reasoning in complex cases
cases
Identifies appropriate Selects relevant Seeks and integrates Independently seeks
resources to inform resources based on evidence-based out, analyzes, and
clinical reasoning scenario to inform information to inform applies relevant original
decisions diagnostic decision research to diagnostic
making in complex cases, decision making in
with assistance complex clinical cases
Comments:
Not Yet Completed Level 1
Not Yet Rotated
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All rights reserved except the copyright owners grant third parties the right to use the Blood Banking/Transfusion Medicine Milestones on a non-exclusive basis for
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Systems-Based Practice 1: Patient Safety and Quality Improvement (QI)
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Identifies system factors Participates in analysis of Conducts analysis of Actively engages teams
knowledge of common that lead to patient safety patient safety events patient safety events and processes to modify
patient safety events events (simulated or actual) and offers error systems to prevent
prevention strategies patient safety events
(simulated or actual)
Demonstrates Reports patient safety Participates in disclosure Discloses patient safety Role models or mentors
knowledge of how to events through of patient safety events to events to clinicians others in the disclosure of
report patient safety institutional reporting clinicians and/or patients and/or patients and patient safety events
events systems (simulated or and families, as families, as appropriate
actual) appropriate (simulated or (simulated or actual)
actual)
Demonstrates Describes departmental Participates in Demonstrates the skills Creates, implements, and
knowledge of basic QI and institutional QI departmental and required to identify, assesses QI initiatives at
methodologies and initiatives institutional QI initiatives develop, implement, the institutional or
metrics and analyze a QI community level
project
Comments:
Not Yet Completed Level 1
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Systems-Based Practice 2: Systems Navigation for Patient-Centered Care
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Coordinates care of Coordinates care of Models effective Analyzes the process of
knowledge of case patients in routine cases patients in complex cases coordination of patient- care coordination and
coordination effectively using effectively using centered care among leads in the design and
interprofessional teams interprofessional teams different disciplines and implementation of
specialties improvements
Identifies key elements Performs safe and Performs safe and Models and advocates Improves quality of
for safe and effective effective transitions of effective transitions of for safe and effective transitions of care within
transitions of care and care/hand-offs in routine care/hand-offs in complex transitions of care/hand- and across health care
hand-offs situations situations offs within and across delivery systems to
health care delivery optimize patient outcomes
systems
Demonstrates Identifies pathology’s role Identifies opportunities for Recommends and/or Leads innovations and
knowledge of population in population and pathology to participate in participates in changing advocates for populations
and community health community health needs community and and adapting practice to and communities with
needs and disparities and inequities for the local population health provide for the needs of health care inequities
population communities and
populations
Comments:
Not Yet Completed Level 1
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Systems-Based Practice 3: Physician Role in Health Care System
Level 1 Level 2 Level 3 Level 4 Level 5
Identifies key Describes how Discusses how individual Manages various Advocates for or leads
components of the components of a complex practice affects the components of the systems change that
complex health care health care system are broader system (e.g., complex health care enhances high-value,
system (e.g., inpatient interrelated, and how this blood product inventory, system to provide efficient, and effective
/outpatient care, blood impacts patient care product/test use, efficient and effective patient care and
donor center, finance, turnaround time) patient care and transitions of care
personnel, technology) transitions of care
Describes basic health Documents testing detail Engages with clinicians Practices and Participates in health
payment systems (e.g., and explains the impact of and/or patients in shared advocates for cost policy advocacy activities
government, private, documentation on billing decision making, such as effective patient care
public, uninsured care) and reimbursement use of preauthorization for with consideration of the
and practice models complex testing limitations of each
patient’s payment
model
Comments:
Not Yet Completed Level 1
©2020 Accreditation Council for Graduate Medical Education (ACGME)
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Systems-Based Practice 4: Accreditation, Compliance, and Quality
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates knowledge Identifies the differences Participates in an Serves as a resource for
knowledge that of the components of between accreditation internal or external accreditation at the
laboratories must be laboratory accreditation and regulatory laboratory inspection regional or national level
accredited and regulatory compliance; discusses
compliance (e.g., Food the process for achieving
and Drug Administration, accreditation and
AABB, Foundation for the maintaining regulatory
Accreditation of Cellular compliance
Therapy [FACT], College
of American Pathology,
Clinical Laboratory
Improvement
Amendments), either
through training or
experience
Discusses the need for Interprets quality data and Demonstrates knowledge Reviews the quality Creates and follows a
quality control and charts and trends, of the components of a management plan to comprehensive quality
proficiency testing including proficiency laboratory quality identify areas for management plan
testing results, with management plan improvement
assistance
Discusses implications of Analyzes proficiency Independently formulates
proficiency testing failures testing failures and a response for proficiency
recommends a course testing failures
of action, with oversight
Comments:
Not Yet Completed Level 1
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Systems-Based Practice 5: Utilization
Level 1 Level 2 Level 3 Level 4 Level 5
Identifies general Explains rationale for Identifies opportunities to Initiates efforts to Completes a utilization
pathology work practices optimizing utilization optimize utilization of optimize utilization review and implements
and workflow (e.g., blood pathology resources change
product issuing,
immunohematologic
testing)
Comments:
Not Yet Completed Level 1
Not Yet Rotated
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Practice-Based Learning and Improvement 1: Evidence-Based Practice and Scholarship
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates how to Identifies and applies the Identifies and applies the Critically appraises and Teaches others to
access and select best available evidence to best available evidence to applies evidence to critically appraise and
applicable evidence guide diagnostic work-up guide diagnostic work-up guide care, even in the apply evidence for
of simple cases of complex cases face of conflicting data complex cases; and/or
participates in the
development of guidelines
Is aware of the need for Develops knowledge of Applies knowledge of the Proactively and Suggests improvements
patient privacy, the basic principles of basic principles of consistently applies to research regulations
autonomy, and consent research (e.g., research such as knowledge of the basic and/or substantially
as applied to clinical demographics, informed consent and principles of research contributes to the primary
research Institutional Review research protocols to such as informed literature through basic,
Board, human subjects), clinical practice, with consent and research translational, or clinical
including how research is supervision protocols to clinical research
evaluated, explained to practice
patients, and applied to
patient care
Comments:
Not Yet Completed Level 1
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Practice-Based Learning and Improvement 2: Reflective Practice and Commitment to Personal Growth
Level 1 Level 2 Level 3 Level 4 Level 5
Accepts responsibility for Demonstrates openness Seeks performance data Actively and Models seeking
personal and to receiving performance and feedback with consistently seeks performance data and
professional data and feedback in humility performance data and accepting feedback with
development by order to inform goals feedback with humility humility
establishing goals
Identifies the gap(s) Analyzes and reflects on Institutes behavioral Critically evaluates the Coaches others reflective
between expectations the factors which change(s) to narrow the effectiveness of practice
and actual performance contribute to gap(s) gap(s) between behavioral changes in
between expectations and expectations and actual narrowing the gap(s)
actual performance performance between expectations
and actual performance
Actively seeks Designs and implements Independently creates Uses performance data Facilitates the design and
opportunities to improve a learning plan, with and implements a to measure the implementing learning
assistance learning plan effectiveness of the plans for others
learning plan and
improves it when
necessary
Comments:
Not Yet Completed Level 1
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Professionalism 1: Professional Behavior and Ethical Principles
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Analyzes straightforward Recognizes the need and Independently resolves Identifies and seeks to
knowledge of the ethical situations using ethical uses appropriate and manages complex address system-level
principles underlying principles resources to seek help in ethical situations factors that induce or
informed consent, managing and resolving exacerbate ethical
surrogate decision complex ethical situations problems or impede their
making, advance resolution
directives, confidentiality,
error disclosure,
stewardship of limited
resources, and related
topics
Describes when and how Demonstrates insight into Demonstrates Recognizes situations Coaches others when
to appropriately report professional behavior in professional behavior in that may trigger their behavior fails to
professionalism lapses, routine situations; takes complex or stressful professionalism lapses meet professional
including strategies for responsibility for one’s situations and intervenes to expectations
addressing common own professionalism prevent lapses in self
barriers; identifies and lapses and others
describes potential
triggers for
professionalism lapses
Comments:
Not Yet Completed Level 1
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Professionalism 2: Accountability and Conscientiousness
Level 1 Level 2 Level 3 Level 4 Level 5
Responds promptly to Takes appropriate Recognizes situations Anticipates and Takes ownership of
instructions, requests, or ownership and performs that may impact own intervenes in situations system outcomes
reminders to complete tasks and responsibilities ability to complete tasks that may impact others’
tasks and responsibilities in a timely manner with and responsibilities in a ability to complete tasks
attention to detail timely manner and and responsibilities in a
describes the impact on timely manner
team
Designs new strategies to
ensure that the needs of
patients, teams, and
systems are met
Comments:
Not Yet Completed Level 1
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Professionalism 3: Self-Awareness and Help-Seeking
Level 1 Level 2 Level 3 Level 4 Level 5
Recognizes limitations in Independently recognizes Proposes and implements Independently develops Serves as a resource or
the knowledge/skills/ limitations in the a plan to remediate or and implements a plan consultant for developing
behaviors of self or knowledge/skills/ improve the knowledge/ to remediate or improve a plan to remediate or
team, with assistance behaviors of self or team skills/behaviors of self or the knowledge/skills/ improve the knowledge/
and seeks help when team, with assistance behaviors of self or skills/behaviors
needed team
Recognizes status of Independently recognizes Proposes and implements Independently develops Coaches others when
personal and status of personal and a plan to optimize and implements a plan responses or limitations in
professional well-being, professional well-being personal and professional to optimize personal knowledge/skills do not
with assistance and seeks help when well-being, with and professional well- meet professional
needed assistance being expectations
Comments:
Not Yet Completed Level 1
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Interpersonal and Communication Skills 1: Patient- and Family-Centered Communication
Level 1 Level 2 Level 3 Level 4 Level 5
Uses language and Establishes a relationship Sensitively and Independently, Mentors others in the
nonverbal behavior to in straightforward compassionately delivers sensitively, and sensitive and
demonstrate respect and encounters using active medical information, with compassionately compassionate delivery of
establish rapport listening and clear assistance delivers medical medical information
language information and
acknowledges
uncertainty and conflict
Identifies common Identifies complex When prompted, reflects Independently Models self-awareness
barriers to effective barriers to effective on personal biases while recognizes personal while teaching a
communication (e.g., communication (e.g., attempting to minimize biases while attempting contextual approach to
language, disability) health literacy, cultural) communication barriers to proactively minimize minimize communication
while accurately communication barriers barriers
communicating own role
within the health care
system
Comments:
Not Yet Completed Level 1
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21Version 2 Blood Banking/Transfusion Medicine Milestones, ACGME Report Worksheet
Interpersonal and Communication Skills 2: Interprofessional and Team Communication
Level 1 Level 2 Level 3 Level 4 Level 5
Uses language that Communicates Uses active listening to Coordinates Models flexible
values all members of information effectively adapt communication recommendations from communication strategies
the health care team with all health care team style to fit team needs different members of that value input from all
members the health care team to health care team
optimize patient care members, resolving
conflict when needed
Describes the utility of Solicits feedback on Integrates feedback from Communicates Facilitates regular health
constructive feedback performance as a team members to improve feedback and care team-based
member of the health communication constructive criticism to feedback in complex
care team superiors situations
Comments:
Not Yet Completed Level 1
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Interpersonal and Communication Skills 3: Communication within Health Care Systems
Level 1 Level 2 Level 3 Level 4 Level 5
Safeguards patient Appropriately selects Communicates while Independently Guides departmental or
personal health forms of communication ensuring security of communicates while institutional
information by based on context and personal health ensuring security of communication around
communicating through urgency of the situation information, with guidance personal health policies and procedures
appropriate means as information regarding the security of
required by institutional personal health
policy (e.g., patient information
safety reports, cell
phone/pager usage)
Identifies institutional Respectfully Uses institutional Initiates conversations Facilitates dialogue
and departmental communicates concerns structure to effectively on difficult subjects with regarding systems issues
structure for about the system communicate clear and appropriate among larger community
communication of issues constructive suggestions stakeholders to improve stakeholders (e.g.,
to improve the system the system institution, health care
system, field)
Comments:
Not Yet Completed Level 1
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