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.

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 Sustainability of physical exam skills in a resident-led curriculum in a large internal medicine program with competency based medical education

2018 ◽  
Vol 9 (4) ◽  
pp. e78-92 ◽  
Author(s):  
Don Thiwanka Wijeratne ◽  
Siddhartha Srivastava ◽  
Barry Chan ◽  
Wilma Hopman ◽  
Benjamin Thomson
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Physical Examination ◽  
Peer Assessment ◽  
Physical Exam ◽  
Professional Activity ◽  
Faculty Assessment ◽  
Competency Based Medical Education ◽  
Competency Based ◽  
Faculty Assessments

Background: Competency Based Medical Education (CBME) designates physical examination competency as an Entrustable Professional Activity (EPA). Considerable concern persists regarding the increased time burden CBME may place on educators. We developed a novel physical examination curriculum that shifted the burden of physical examination case preparation and performance assessment from faculty to residents. Our first objective was to determine if participation led to sustainable improvements in physical examination skills. The second objective was to determine if resident peer assessment was comparable to faculty assessment.    Methods: We selected physical exam case topics based on the Objectives of Training in the Specialty of Internal Medicine as prescribed by the Royal College of Physicians and Surgeons of Canada. Internal Medicine residents compiled evidence-based physical exam checklists that faculty reviewed before distribution to all learners. Physical exam practice sessions with whole-group demonstration followed by small-group practice sessions were performed weekly. We evaluated this pilot curriculum with a formative OSCE, during which a resident peer and a faculty member simultaneously observed and assessed examinee performance by .Results: Participation in the novel curriculum practice sessions improved OSCE performance (faculty score mean 78.96 vs. 62.50, p<0.05). Peer assessment overestimated faculty scores (76.2 vs. 65.7, p<0.001), but peer and faculty assessments were highly correlated (R2 = 0.73 (95% CI 0.50-0.87).Conclusion: This novel physical examination curriculum leads to sustainable improvement of physical examination skills. Peer assessment correlated well with the gold standard faculty assessment. This resident-led physical examination curriculum enhanced physical examination skills in a CBME environment, with minimal time commitment from faculty members.

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 Assessment of emergency medicine residents: a systematic review

2017 ◽  
Vol 8 (1) ◽  
pp. e106-122 ◽  
Author(s):  
Isabelle N Colmers-Gray ◽  
Kieran Walsh ◽  
Teresa M Chan
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Direct Observation ◽  
Full Text ◽  
Assessment Tools ◽  
Competency Based Medical Education ◽  
Mesh Terms ◽  
Competency Based ◽  
Resident Assessment ◽  
Assessment Frequency

Background: Competency-based medical education is becoming the new standard for residency programs, including Emergency Medicine (EM). To inform programmatic restructuring, guide resources and identify gaps in publication, we reviewed the published literature on types and frequency of resident assessment.Methods: We searched MEDLINE, EMBASE, PsycInfo and ERIC from Jan 2005 - June 2014. MeSH terms included “assessment,” “residency,” and “emergency medicine.” We included studies on EM residents reporting either of two primary outcomes: 1) assessment type and 2) assessment frequency per resident. Two reviewers screened abstracts, reviewed full text studies, and abstracted data. Reporting of assessment-related costs was a secondary outcome.Results: The search returned 879 articles; 137 articles were full-text reviewed; 73 met inclusion criteria. Half of the studies (54.8%) were pilot projects and one-quarter (26.0%) described fully implemented assessment tools/programs. Assessment tools (n=111) comprised 12 categories, most commonly: simulation-based assessments (28.8%), written exams (28.8%), and direct observation (26.0%). Median assessment frequency (n=39 studies) was twice per month/rotation (range: daily to once in residency). No studies thoroughly reported costs.Conclusion: EM resident assessment commonly uses simulation or direct observation, done once-per-rotation. Implemented assessment systems and assessment-associated costs are poorly reported. Moving forward, routine publication will facilitate transitioning to competency-based medical education.

scholarly journals Medical Education in Internal Medicine

2021 ◽  
Vol 16 (1) ◽  
pp. 38-42
Author(s):  
Daniel Brandt Vegas ◽  
Leslie Martin ◽  
Irene W.Y. Ma ◽  
Philip Hui ◽  
Ford Bursey
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Clinical Reasoning ◽  
Point Of Care ◽  
Point Of Care Ultrasound ◽  
National Meeting ◽  
Competency Based Medical Education ◽  
Teaching Point ◽  
Competency Based ◽  
Competency Program

The 2019 CSIM national meeting included a workshop focused on current topics related to medical education across Canada. The workshop topics included leadership in education, teaching point of care ultrasound, teaching clinical reasoning, and using competency based medical education to design a maintenance of competency program for practicing specialists. This article reflects the experience and discussions from the session, with the goal of stimulating national conversations and collaborations betweenCSIM members.  

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.

Sign in / Sign up

Export Citation Format

Share Document