scholarly journals Competency Based Post Graduate Residency Program at Patan Academy of Health Sciences, Nepal

2021 ◽  
Vol 19 (1) ◽  
pp. 189-195
Author(s):  
Shrijana Shrestha ◽  
Ashis Shrestha ◽  
Jay Narayan Shah ◽  
Rajesh Nath Gongal
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Residency Program ◽  
Core Competencies ◽  
Health Sciences ◽  
Assessment System ◽  
Competency Based Medical Education ◽  
Post Graduate ◽  
Faculty Readiness ◽  
Competency Based

Competency-based medical education has evolved as an alternative approach in the residency training program. It shows potential to align educational programs with health system priorities through defining the competencies of graduating doctors. Designing and implementing Competency Based Post Graduate (CBPG) training in a resource-limited setting, where most of the trainings are still run in a conventional approach, is a big challenge. Patan Academy of Health Sciences, School of Medicine has taken the competency-based approach in the postgraduate residency training. Defining core competencies and connecting those to teaching methodology and assessment system are important initial steps in implementing the competency-based approach. The institution has implemented Entrustable Professional Activity (EPA), which is a unit of professional practice and helps to measure the trainees’ achievements in the form of milestones. This paper describes the process of piloting and implementing the CBPG program at this school.The school launched the CBPG training in 2018 and so far, three batches of residents have been enrolled in nine different subjects/disciplines. The first batch of trainee, having the PAHS Core competencies and the pre-defined discipline-specific EPAs certified, will be completing their training soon. The program is time and resource consuming. Continuous faculty development, commitment, supportive leadership and faculty readiness to adapt to newer approaches are the key to the program’s successful implementation.Keywords: Competency based medical education; Nepal; patan academy of health sciences; post graduate training; residency program

Postgraduate medical education: The history and development of competency-based training program in Nepal

2021 ◽  
Vol 8 (1) ◽  
pp. 102-112
Author(s):  
Jay Narayan Shah ◽  
Jenifei Shah ◽  
Jesifei Shah ◽  
Ashis Shrestha ◽  
Nabees Man Singh Pradhan
Keyword(s):  
Medical Education ◽  
Healthcare System ◽  
Postgraduate Training ◽  
Core Competencies ◽  
Health Sciences ◽  
Medical Council ◽  
Competency Based Medical Education ◽  
Surgical Workforce ◽  
Competency Based ◽  
Medical Colleges

Nepal is a small, lower-middle-income country; with a population of around 30 million. As per WHO, Nepal has a low doctor-patient ratio (0.7/1000) and even lower specialists (e.g., surgical) workforce (0.003/1000); additionally, data from Nepal Medical Council show the number of postgraduate specialists is 1/3rd of the total registered doctors. The mismatch in the doctor-patient ratio is further aggravated by the overwhelming number of doctors in urban areas; when 80% of the population are in rural Nepal. This inequitable discrepancy in the healthcare system requires: proper training of competent medical graduates, a fair distribution across the country, and effective changes in the healthcare system. Competency-based medical education plays an important role in: standardizing education, training competent doctors, and deploying them where they are needed the most. The Government of Nepal has recently established Medical Education Commission-which plans to oversee the entrance exams; and expand the postgraduate training to be conducted by private hospitals, previously not affiliated with any medical colleges or universities. Historically, Civil Medical School started training compounders and dressers in Nepal in 1934. A big milestone was achieved with the establishment of the Institute of Medicine under Tribhuvan University in 1972, which has continued to train all categories of health manpower needed in the country. In 2006 Nepal Medical Council developed “Regulations for Post-graduate Medical education”. Thereafter, several institutions started providing postgraduate training, for example: the BP Koirala Institute of Health Sciences, Kathmandu University, National Academy of Medical Sciences, and Patan Academy of Health Sciences (PAHS). The PAHS conducts PG programs and post-PG fellowships in line with competency-based medical education. In addition to formative assessments, research thesis, and a publishable article; PAHS requires its trainees to be certified in a pre-set of entrustable professional activities (EPAs) and to master eight Core Competencies domains in: Professionalism, Patient-centered care, Procedural skills, Clinical Reasoning, Communication, Scholarship, Leadership, Community orientation. The number of medical colleges in Nepal has since expanded to 24  (medical 21 and dental colleges 3). Private medical colleges make up about 3/4th of the total medical colleges in Nepal. This makes the inclusion and regulation of more components of the competency-based curriculum in postgraduate training programs, and its monitoring,  somewhat of a challenge.

scholarly journals Designing and Implementing a Competency-Based Training Program for Anesthesiology Residents at the University of Ottawa

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Emma J. Stodel ◽  
Anna Wyand ◽  
Simone Crooks ◽  
Stéphane Moffett ◽  
Michelle Chiu ◽  
...  
Keyword(s):  
Medical Education ◽  
Training Program ◽  
Residency Training ◽  
Residency Training Program ◽  
Neck Surgery ◽  
Current Time ◽  
Competency Based Medical Education ◽  
Competency Based ◽  
Specialty Practice ◽  
The University

Competency-based medical education is gaining traction as a solution to address the challenges associated with the current time-based models of physician training. Competency-based medical education is an outcomes-based approach that involves identifying the abilities required of physicians and then designing the curriculum to support the achievement and assessment of these competencies. This paradigm defies the assumption that competence is achieved based on time spent on rotations and instead requires residents to demonstrate competence. The Royal College of Physicians and Surgeons of Canada (RCPSC) has launched Competence by Design (CBD), a competency-based approach for residency training and specialty practice. The first residents to be trained within this model will be those in medical oncology and otolaryngology-head and neck surgery in July, 2016. However, with approval from the RCPSC, the Department of Anesthesiology, University of Ottawa, launched an innovative competency-based residency training program July 1, 2015. The purpose of this paper is to provide an overview of the program and offer a blueprint for other programs planning similar curricular reform. The program is structured according to the RCPSC CBD stages and addresses all CanMEDS roles. While our program retains some aspects of the traditional design, we have made many transformational changes.

scholarly journals Scaffolding for assessment success: using gradual release of responsibility to support resident transition to competency-based medical education

2019 ◽  
Vol 10 (3) ◽  
pp. e110-112
Author(s):  
Rebecca P. Pero ◽  
Laura Marcotte
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Residency Training ◽  
Training Programs ◽  
Competency Based Medical Education ◽  
General Internal ◽  
Gradual Release Of Responsibility ◽  
Competency Based ◽  
Resident Assessment ◽  
Gradual Release

In competency-based medical education (CBME), assessment is learner-driven; learners may fail to progress if assessments are not completed. The General Internal Medicine (GIM) program at Queen’s University uses an educational technique known as scaffolding in its assessment strategy. The program applies this technique to coordinate early assessments with specific scheduled learning experiences and gradually releases the responsibility for assessment initiation to residents. Although outcomes of this innovation are still under investigation, we feel it has been valuable in supporting resident assessment capture and timely progression through stages of training.  Other residency training programs could easily implement this technique to support the transition to Competency by Design.

Anesthesia residency training in regional anesthesiology and acute pain medicine: a competency-based model curriculum

2020 ◽  
Vol 45 (8) ◽  
pp. 660-667
Author(s):  
Glenn Woodworth ◽  
Robert B Maniker ◽  
Christina M Spofford ◽  
Ryan Ivie ◽  
Nathalie I Lunden ◽  
...  
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Acute Pain ◽  
Mobile Application ◽  
Practical Implementation ◽  
Pain Medicine ◽  
Web Based ◽  
Competency Based Medical Education ◽  
Educational Framework ◽  
Competency Based

The Accreditation Council for Graduate Medical Education has shifted to competency-based medical education. This educational framework requires the description of educational outcomes based on the knowledge, skills and behaviors expected of competent trainees. It also requires an assessment program to provide formative feedback to trainees as they progress to competency in each outcome. Critical to the success of a curriculum is its practical implementation. This article describes the development of model curricula for anesthesiology residency training in regional anesthesia and acute pain medicine (core and advanced) using a competency-based framework. We further describe how the curricula were distributed through a shared web-based platform and mobile application.

scholarly journals Key Assumptions Underlying a Competency-Based Approach to Medical Sciences Education, and Their Applicability to Veterinary Medical Education

2021 ◽  
Vol 8 ◽  
Author(s):  
Jared A. Danielson
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Core Competencies ◽  
Time Frame ◽  
Medical Sciences ◽  
Competency Based Medical Education ◽  
Direct Observations ◽  
Potential Benefits ◽  
Competency Based ◽  
Medical Competence

This perspective explores six key assumptions of a competency-based approach to medical-sciences education, as they relate to veterinary medical education. Those assumptions, derived from characteristics of competency based medical education (CBME) identified by CBME proponents are: (1) There are sufficient shortcomings in the medical competence of graduate veterinarians that solutions are necessary, and changes in the way we teach veterinarians will address those problems. (2) It is feasible to identify generally accepted core competencies in veterinary medical practice. (3) Teaching to defined learning outcomes will produce greater achievement for learners than approaches that do not emphasize clearly defined outcomes. (4) In veterinary medical education, it is possible to articulate the development of competence sequentially in a manner that is relatively consistent across learners, and carefully planning and sequencing learning activities will produce better learning outcomes. (5) Competency-focused instruction, which tailors the pace and progression of instruction to learners, is feasible in veterinary medical education, and will produce better outcomes than instruction that moves all students through an equivalent process in a set time frame. (6) Programmatic Assessment, including numerous direct observations with feedback, will improve learning outcomes, and is feasible in veterinary medical education. While available research does not unequivocally support all six assumptions, overall the potential benefits of adopting a competency-based approach seem promising for veterinary medical education.

scholarly journals Transitioning to competency-based medical education: impact of educational interventions on resident understanding

2019 ◽  
Vol 10 (4) ◽  
pp. e96-e98
Author(s):  
Vijay J. Daniels ◽  
Jesse Stach ◽  
Gurtej Sandu
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Residency Program ◽  
Educational Interventions ◽  
Internal Medicine Residency ◽  
Internal Medicine Residency Program ◽  
Competency Based Medical Education ◽  
Successful Launch ◽  
Competency Based

In this paper, we describe our efforts to improve resident understanding of Competency-Based Medical Education (CBME) in an Internal Medicine residency program that launched CBME earlier than most of the country's programs. We also share the resources we have developed to address this issue with the intent of helping other programs have a successful launch.

Assessment in Neurologic Education

2018 ◽  
Vol 38 (04) ◽  
pp. 471-478 ◽  
Author(s):  
Lyell Jones
Keyword(s):  
Medical Education ◽  
Assessment System ◽  
Educational Goals ◽  
Clinical Neurology ◽  
Competency Based Medical Education ◽  
Education Assessment ◽  
Assessment Systems ◽  
Competency Based ◽  
The Many ◽  
Practical Recommendations

AbstractNeurology trainee assessment is a required component of the education feedback loop, allowing programs and trainees to measure their progress toward established educational goals. In the era of competency-based medical education, assessment systems should be designed to inform decisions about each trainee's acquisition of the many competencies required for independent clinical neurology practice. In addition to the need to inform trainees and programs regarding trainee performance, assessment systems must be equipped to satisfy requirements established by accrediting bodies. Educational goals should be thoughtfully established prior to assessment system design to ensure that assessment priorities align with the overall goal of equipping graduates to deliver high-quality neurologic care. This article provides an overview of modern principles of medical education as they can be applied to neurologic education, complemented by practical recommendations for neurologic educators to develop or improve assessment systems within their own training programs.

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