Collective Wisdom in Faculty Development for Competency-Based Medical Education: A Needs Assessment and Survey

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.

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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)

Journal of Obstetrics and Gynaecology Canada ◽

10.1016/j.jogc.2017.03.075 ◽

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

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

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20212028 ◽

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.

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