scholarly journals P-OBS-JM-135 Needs Assessment of Obstetrics and Gynaecology Faculty to Inform Faculty Development Priorities in the Transition to Competency Based Medical Education (CBME)

2017 ◽  
Vol 39 (5) ◽  
pp. 404
Author(s):  
Evan Tannenbaum ◽  
Nicolette Caccia ◽  
Sharon Dore ◽  
Margaret Sagle ◽  
Nancy Kent
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Needs Assessment ◽  
Competency Based Medical Education ◽  
Obstetrics And Gynaecology ◽  
Competency Based

Faculty development in the age of competency-based medical education: A needs assessment of Canadian emergency medicine faculty and senior trainees

CJEM ◽  
2019 ◽  
Vol 21 (4) ◽  
pp. 527-534 ◽  
Author(s):  
Alexandra Stefan ◽  
Justin N. Hall ◽  
Jonathan Sherbino ◽  
Teresa M. Chan
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Faculty Development ◽  
Patient Care ◽  
Needs Assessment ◽  
Direct Observation ◽  
Senior Resident ◽  
Cross Sectional ◽  
Competency Based Medical Education ◽  
Competency Based

ABSTRACTObjectivesThe Royal College of Physicians and Surgeons of Canada (RCPSC) emergency medicine (EM) programs transitioned to the Competence by Design training framework in July 2018. Prior to this transition, a nation-wide survey was conducted to gain a better understanding of EM faculty and senior resident attitudes towards the implementation of this new program of assessment.MethodsA multi-site, cross-sectional needs assessment survey was conducted. We aimed to document perceptions about competency-based medical education, attitudes towards implementation, perceived/prompted/unperceived faculty development needs. EM faculty and senior residents were nominated by program directors across RCPSC EM programs. Simple descriptive statistics were used to analyse the data.ResultsBetween February and April 2018, 47 participants completed the survey (58.8% response rate). Most respondents (89.4%) thought learners should receive feedback during every shift; 55.3% felt that they provided adequate feedback. Many respondents (78.7%) felt that the ED would allow for direct observation, and most (91.5%) participants were confident that they could incorporate workplace-based assessments (WBAs). Although a fair number of respondents (44.7%) felt that Competence by Design would not impact patient care, some (17.0%) were worried that it may negatively impact it. Perceived faculty development priorities included feedback delivery, completing WBAs, and resident promotion decisions.ConclusionsRCPSC EM faculty have positive attitudes towards competency-based medical education-relevant concepts such as feedback and opportunities for direct observation via WBAs. Perceived threats to Competence by Design implementation included concerns that patient care and trainee education might be negatively impacted. Faculty development should concentrate on further developing supervisors’ teaching skills, focusing on feedback using WBAs.

scholarly journals Faculty development programs for implementing competency based medical education in India: challenges and opportunities

2021 ◽  
Vol 8 (6) ◽  
pp. 3163
Author(s):  
Manjunatha S. Nagaraja ◽  
Revathi Devi M. L.
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Transfer Of Learning ◽  
Faculty Training ◽  
Medical Council ◽  
Development Programs ◽  
Competency Based Medical Education ◽  
Challenges And Opportunities ◽  
Education In India ◽  
Competency Based

India has rolled out competency based medical education which means a thorough overhaul of pedagogical and assessment methods. Several new components are introduced which require focussed faculty training and handholding at times. The erstwhile medical council of India had prepared a meticulous roadmap for this and dedicated faculty development programs were initiated for the smooth and effective transition into CBME. The possible challenges and gaps in faculty development are discussed with available options in this paper. To discharge their duties efficiently, the competencies for the faculty also need to be defined and they should progress from ‘knows’ level to ‘does’ level through longitudinal faculty development programs. The fidelity testing is the key for transfer of learning during FDP for the benefit of the students.

scholarly journals From prescription to guidance: a European framework for generic competencies

2019 ◽  
Vol 25 (1) ◽  
pp. 173-187 ◽  
Author(s):  
Jessica E. van der Aa ◽  
Anna J. M. Aabakke ◽  
Betina Ristorp Andersen ◽  
Annette Settnes ◽  
Peter Hornnes ◽  
...  
Keyword(s):  
Medical Education ◽  
Change Management ◽  
Postgraduate Medical Education ◽  
Competency Framework ◽  
Competency Based Medical Education ◽  
Generic Competencies ◽  
Obstetrics And Gynaecology ◽  
Competency Based ◽  
Hospital Boards ◽  
Management Theories

Abstract In postgraduate medical education, required competencies are described in detail in existing competency frameworks. This study proposes an alternative strategy for competency-based medical education design, which is supported by change management theories. We demonstrate the value of allowing room for re-invention and creative adaptation of innovations. This new strategy was explored for the development of a new generic competency framework for a harmonised European curriculum in Obstetrics and Gynaecology. The generic competency framework was developed through action research. Data were collected by four European stakeholder groups (patients, nurses, midwives and hospital boards), using a variety of methods. Subsequently, the data were analysed further in consensus discussions with European specialists and trainees in Obstetrics and Gynaecology. These discussions ensured that the framework provides guidance, is specialty-specific, and that implementation in all European countries could be feasible. The presented generic competency framework identifies four domains: ‘Patient-centred care’, ‘Teamwork’, ‘System-based practice’ and ‘Personal and professional development’. For each of these four domains, guiding competencies were defined. The new generic competency framework is supported by European specialists and trainees in Obstetrics and Gynaecology, as well as by their European stakeholders. According to change management theories, it seems vital to allow room for re-invention and creative adaptation of the competency framework by medical professionals. Therefore, the generic competency framework offers guidance rather than prescription. The presented strategy for competency framework development offers leads for implementation of competency-based medical education as well as for development of innovations in postgraduate medical education in general.

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