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

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.

scholarly journals Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment

2021 ◽  
Vol 53 (1) ◽  
pp. 9-22
Author(s):  
Natalia Danilovich ◽  
Simon Kitto ◽  
David W. Price ◽  
Craig Campbell ◽  
Amanda Hodgson ◽  
...  
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Thematic Analysis ◽  
Evaluation Studies ◽  
Continuing Professional Development ◽  
Assessment Methods ◽  
Integrated System ◽  
Narrative Review ◽  
Competency Based Medical Education ◽  
Competency Based

Background and Objectives: The implementation of effective competency-based medical education (CBME) relies on building a coherent and integrated system of assessment across the continuum of training to practice. As such, the developmental progression of competencies must be assessed at all stages of the learning process, including continuing professional development (CPD). Yet, much of the recent discussion revolves mostly around residency programs. The purpose of this review is to synthesize the findings of studies spanning the last 2 decades that examined competency-based assessment methods used in family medicine residency and CPD, and to identify gaps in their current practices. Methods: We adopted a modified form of narrative review and searched five online databases and the gray literature for articles published between 2000 and 2020. Data analysis involved mixed methods including quantitative frequency analysis and qualitative thematic analysis. Results: Thirty-seven studies met inclusion criteria. Fourteen were formal evaluation studies that focused on the outcome and impact evaluation of assessment methods. Articles that focused on formative assessment were prevalent. The most common levels of educational outcomes were performance and competence. There were few studies on CBME assessment among practicing family physicians. Thematic analysis of the literature identified several challenges the family medicine educational community faces with CBME assessment. Conclusions: We recommend that those involved in health education systematically evaluate and publish their CBME activities, including assessment-related content and evaluations. The highlighted themes may offer insights into ways in which current CBME assessment practices might be improved to align with efforts to improve health care.’

scholarly journals The Transformational Path Ahead: Competency-Based Medical Education in Family Medicine

2021 ◽  
Author(s):  
Eric S. Holmboe
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Residency Training ◽  
The United States ◽  
Educational Approach ◽  
Competency Based Medical Education ◽  
Adoption And Implementation ◽  
Family Centeredness ◽  
Competency Based ◽  
And Performance

Abstract: Competency-based medical education (CBME) is an outcomes-based approach that has taken root in residency training nationally and internationally. CBME explicitly places the patient, family, and community at the center of training with the primary goals of concomitantly improving both educational and clinical outcomes. Family medicine, as the foundational primary care discipline, has always embraced the importance of linking training with health system needs and performance since its inception. While CBME is no longer a new concept, full implementation of this outcomes-based approach has been daunting and challenging. Gaps in the effectiveness, safety, equity, efficiency, timeliness, and patient/family centeredness of health and health care in the United States continue to be persistent and pernicious. These gaps summon family medicine and the entire graduate medical education system to take stock of its current state and to examine how more fully embracing an outcomes-based educational approach can help to close these gaps. This article provides a brief history of the CBME movement, and more importantly, its key underlying educational principles and science. I will explore the key inflection points of progress, including identifying core CBME components, introduction of competency Milestones, experimental pilots of time variable training, advancements in mastery-based learning, and advances in work-based assessment, within the context of family medicine. I will conclude with suggestions for accelerating the adoption and implementation of CBME within family medicine residency training.

scholarly journals The Impact of a National Competency-Based Medical Education Initiative in Family Medicine

2018 ◽  
Vol 93 (12) ◽  
pp. 1850-1857 ◽  
Author(s):  
Rachel H. Ellaway ◽  
Maria Palacios Mackay ◽  
Sonya Lee ◽  
Marianna Hofmeister ◽  
Greg Malin ◽  
...  
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Competency Based Medical Education ◽  
Competency Based ◽  
The Impact ◽  
Education Initiative

Competency-based medical education and continuing professional development: A conceptualization for change

2017 ◽  
Vol 39 (6) ◽  
pp. 617-622 ◽  
Author(s):  
Jocelyn Lockyer ◽  
Ford Bursey ◽  
Denyse Richardson ◽  
Jason R. Frank ◽  
Linda Snell ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Continuing Professional Development ◽  
Competency Based Medical Education ◽  
Competency Based

scholarly journals Being there: protocol for a scoping review of the medical education literature on grief support training for medical professionals

BMJ Open ◽  
2018 ◽  
Vol 8 (11) ◽  
pp. e022778 ◽  
Author(s):  
Sophie Soklaridis ◽  
Genevieve Ferguson ◽  
Sarah Bonato ◽  
Riley Saikaly ◽  
Pamela J Mosher
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Scoping Review ◽  
Continuing Professional Development ◽  
Academic Journal ◽  
Grief Support ◽  
Full Text Review ◽  
Being There ◽  
Grief Responses ◽  
Family Wellness

IntroductionMedical trainees and professionals do not perceive that they are adequately taught the skills to address issues of grief with their patients. Atypical grief responses can prolong suffering, interrupt normal activities and lead to increased morbidity and mortality. Grief training can help physicians cope with feelings about and responses to suffering, loss and death in a way that improves both physician and patient/family wellness. This scoping review will describe the current landscape of grief training worldwide in medical school and residency and in continuing professional development in the disciplines of paediatrics, family medicine and psychiatry. The ultimate goal is to help physicians support patients experiencing grief.Methods and analysisThe study design has been adapted from Arksey and O’Malley’s review methodology. We will work with an information specialist who will run searches in six multidisciplinary databases. To supplement the search, we will scan the reference lists of included studies. Two levels of screening will take place: a title and abstract review for articles that fit predefined criteria and a full-text review of articles that meet those criteria. To be included in the review, articles must report on grief training for medical residents and professionals in the fields of paediatrics, family medicine and psychiatry. Two investigators will review each article and extract data.Ethics and disseminationResearch ethics approval is not required for this review. We plan to share the findings through national and international medical education conferences and to publish the results in a peer-reviewed academic journal. We have the support of several directors of medical education at our institution who are interested in the growing focus on humanism in medical education as a way of decreasing burnout among medical students, residents and faculty.

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