Otolaryngology residency education: a scoping review on the shift towards competency-based medical education

The Royal College of Physicians and Surgeons of Canada (RCPSC) adopted a plan to transform, over a seven-year horizon (2014-2021), residency education across all specialties to competency-based medical education (CBME) curriculum models. The RCPSC plan recommended implementing a more responsive and accountable training model with four discrete stages of training, explicit, specialty specific entrustable professional activities, with associated milestones, and a programmatic approach to assessment across residency education. Embracing this vision, the leadership at Queen’s University (in Kingston, Ontario, Canada) applied for and was granted special permission by the RCPSC to embark on an accelerated institutional path. Over a three-year period, Queen’s took CBME from concept to reality through the development and implementation of acomprehensive strategic plan. This perspective paper describes Queen’s University’s approach of creating a shared institutional vision, outlines the process of developing a centralized CBME executive team and twenty-nine CBME program teams, and summarizes proactive measures to ensure program readiness for launch. In so doing, Queen’s created a community of support and CBME expertise that reinforces shared values including fostering co-production, cultivating responsive leadership, emphasizing diffusion of innovation, and adopting a systems-based approach to transformative change.

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The competency-based medical education evolution of Canadian emergency medicine specialist training

CJEM ◽

10.1017/cem.2019.417 ◽

2019 ◽

Vol 22 (1) ◽

pp. 95-102 ◽

Cited By ~ 7

Author(s):

Jonathan Sherbino ◽

Glen Bandiera ◽

Ken Doyle ◽

Jason R. Frank ◽

Brian R. Holroyd ◽

...

Keyword(s):

Emergency Medicine ◽

Medical Education ◽

Residency Education ◽

Multiple Sources ◽

High Stakes ◽

Competency Based Medical Education ◽

Professional Activities ◽

Local Resources ◽

Education Design ◽

Competency Based

ABSTRACTCanadian specialist emergency medicine (EM) residency training is undergoing the most significant transformation in its history. This article describes the rationale, process, and redesign of EM competency-based medical education. The rationale for this evolution in residency education includes 1) improved public trust by increasing transparency of the quality and rigour of residency education, 2) improved fiscal accountability to government and institutions regarding specialist EM training, 3) improved assessment systems to replace poor functioning end-of-rotation assessment reports and overemphasis on high-stakes, end-of-training examinations, and 4) and tailored learning for residents to address individualized needs. A working group with geographic and stakeholder representation convened over a 2-year period. A consensus process for decision-making was used. Four key design features of the new residency education design include 1) specialty EM-specific outcomes to be achieved in residency; 2) designation of four progressive stages of training, linked to required learning experiences and entrustable professional activities to be achieved at each stage; 3) tailored learning that provides residency programs and learner flexibility to adapt to local resources and learner needs; and 4) programmatic assessment that emphasizes systematic, longitudinal assessments from multiple sources, and sampling sentinel abilities. Required future study includes a program evaluation of this complex education intervention to ensure that intended outcomes are achieved and unintended outcomes are identified.

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Creating a Competency-Based Medical Education Curriculum for Canadian Diagnostic Radiology Residency (Queen’s Fundamental Innovations in Residency Education)—Part 1: Transition to Discipline and Foundation of Discipline Stages

Canadian Association of Radiologists Journal ◽

10.1177/0846537119894723 ◽

2020 ◽

pp. 084653711989472 ◽

Cited By ~ 1

Author(s):

Benjamin Yin Ming Kwan ◽

Achire Mbanwi ◽

Nicholas Cofie ◽

Christina Rogoza ◽

Omar Islam ◽

...

Keyword(s):

Medical Education ◽

Medical Training ◽

Residency Education ◽

Diagnostic Radiology ◽

Radiology Department ◽

Competency Based Medical Education ◽

Postgraduate Medical Training ◽

Radiology Residency ◽

Competency Based ◽

Queen's University

Purpose: The Royal College of Physicians and Surgeons of Canada (RCPSC) has mandated the transition of postgraduate medical training in Canada to a competency-based medical education (CBME) model divided into 4 stages of training. As part of the Queen’s University Fundamental Innovations in Residency Education proposal, Queen’s University in Canada is the first institution to transition all of its residency programs simultaneously to this model, including Diagnostic Radiology. The objective of this report is to describe the Queen’s Diagnostic Radiology Residency Program’s implementation of a CBME curriculum. Methods: At Queen’s University, the novel curriculum was developed using the RCPSC’s competency continuum and the CanMEDS framework to create radiology-specific entrustable professional activities (EPAs) and milestones. In addition, new committees and assessment strategies were established. As of July 2015, 3 cohorts of residents (n = 9) have been enrolled in this new curriculum. Results: EPAs, milestones, and methods of evaluation for the Transition to Discipline and Foundations of Discipline stages, as well as the opportunities and challenges associated with the implementation of a competency-based curriculum in a Diagnostic Radiology Residency Program, are described. Challenges include the increased frequency of resident assessments, establishing stage-specific learner expectations, and the creation of volumetric guidelines for case reporting and procedures. Conclusions: Development of a novel CBME curriculum requires significant resources and dedicated administrative time within an academic Radiology department. This article highlights challenges and provides guidance for this process.

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Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper

Medical Teacher ◽

10.1080/0142159x.2020.1763285 ◽

2020 ◽

Vol 42 (8) ◽

pp. 909-915 ◽

Cited By ~ 1

Author(s):

Giovanna Sirianni ◽

Susan Glover Takahashi ◽

Jeff Myers

Keyword(s):

Medical Education ◽

Faculty Development ◽

Scoping Review ◽

Review Paper ◽

Competency Based Medical Education ◽

Competency Based

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Conceptualization of Competency-Based Medical Education Terminology in Family Medicine Postgraduate Medical Education and Continuing Professional Development: A Scoping Review

Academic Medicine ◽

10.1097/acm.0000000000003178 ◽

2020 ◽

Vol 95 (7) ◽

pp. 1106-1119

Author(s):

Heather Lochnan ◽

Simon Kitto ◽

Natalia Danilovich ◽

Gary Viner ◽

Allyn Walsh ◽

...

Keyword(s):

Professional Development ◽

Medical Education ◽

Family Medicine ◽

Scoping Review ◽

Postgraduate Medical Education ◽

Continuing Professional Development ◽

Competency Based Medical Education ◽

Competency Based

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Implementing Competency-Based Medical Education in Family Medicine: A Scoping Review on Residency Programs and Family Practices in Canada and the United States

Family Medicine ◽

10.22454/fammed.2020.594402 ◽

2020 ◽

Vol 52 (4) ◽

pp. 246-254

Author(s):

Craig Campbell ◽

Paul Hendry ◽

Dianne Delva ◽

Natalia Danilovich ◽

Simon Kitto

Keyword(s):

Medical Education ◽

Family Medicine ◽

Scoping Review ◽

Continuing Professional Development ◽

The United States ◽

Competency Based Medical Education ◽

The North ◽

Online Databases ◽

Competency Based ◽

Pattern Of Implementation

BACKGROUND AND OBJECTIVES: While family medicine has been one of the first specialties to implement competency-based medical education (CBME) in residency, the nature and level of its integration with continuing professional development (CPD) is neither well understood nor well studied. The purpose of this review was to examine the current state of CBME implementation in family medicine residency and CPD programs in the North American education literature, with the aim of identifying implementation concepts and strategies that are generalizable to other medical settings to inform the design and implementation of residency training and CPD. METHODS: Using an Arksey and O’Malley six-step framework, we searched five online databases and the gray literature over the period between January 2000 through April 2017. We included full-text articles that focused on the key words CBME, residency, CPD, and family medicine. RESULTS: Of the articles reviewed, 37 met the inclusion criteria and were selected for full review. Eighty six percent of included articles focused on foundation elements related to designing competency-based curriculum and assessment strategies rather than program evaluation or other outcome measures. Only 19% of the articles were related to CPD that focused only on the implementation at the program and/or institution/organization levels. CONCLUSIONS: Given that the implementation of CBME is in its relative infancy, the pattern of implementation activities described in this scoping review reflected a limited focus on a broad range of issues related to fidelity of implementation of this complex intervention.

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