scholarly journals “It unsticks your mind”: Using a musicians’ masterclass to introduce oncology faculty and trainees to the practice of direct observation and coaching

2020 ◽  
Author(s):  
Michael Sanatani ◽  
Kylea Potvin
Keyword(s):  
Medical Education ◽  
Direct Observation ◽  
Teaching Practices ◽  
Competency Based Medical Education ◽  
Major Task ◽  
Self Reflection ◽  
Effective Catalyst ◽  
Highly Effective ◽  
Competency Based

Bringing faculty to a realization of the importance of direct observation is a major task during the transition to competency-based medical education. Musicians generally already endorse a strong coaching culture. We included a live cello masterclass in an oncology faculty and trainee workshop in order to demonstrate coaching and feedback. Based on participant post-event interviews, the musical masterclass was a highly effective catalyst for self-reflection in regards to teaching practices and lead to new and revised perspectives on observation and coaching in medicine.  With just a musician-trainee, music coach, and faculty moderator, this effective demonstration can be easily replicated.

Faculty development in the age of competency-based medical education: A needs assessment of Canadian emergency medicine faculty and senior trainees

CJEM ◽  
2019 ◽  
Vol 21 (4) ◽  
pp. 527-534 ◽  
Author(s):  
Alexandra Stefan ◽  
Justin N. Hall ◽  
Jonathan Sherbino ◽  
Teresa M. Chan
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Faculty Development ◽  
Patient Care ◽  
Needs Assessment ◽  
Direct Observation ◽  
Senior Resident ◽  
Cross Sectional ◽  
Competency Based Medical Education ◽  
Competency Based

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.

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 Competency based medical education in gastrointestinal motility

2016 ◽  
Vol 28 (10) ◽  
pp. 1460-1464 ◽  
Author(s):  
R. Yadlapati ◽  
R. N. Keswani ◽  
J. E. Pandolfino
Keyword(s):  
Medical Education ◽  
Gastrointestinal Motility ◽  
Competency Based Medical Education ◽  
Competency Based

Competency on Call: Resident Driven Learning Objectives for Competency-Based Medical Education

2020 ◽  
Vol 44 (6) ◽  
pp. 812-813 ◽  
Author(s):  
Bruce Fage ◽  
Tracy Alldred ◽  
Sarah Levitt ◽  
Amanda Abate ◽  
Mark Fefergrad
Keyword(s):  
Medical Education ◽  
Learning Objectives ◽  
Competency Based Medical Education ◽  
Competency Based

Implementing competency-based medical education: Moving forward

2017 ◽  
Vol 39 (6) ◽  
pp. 568-573 ◽  
Author(s):  
Jason R. Frank ◽  
Linda Snell ◽  
Robert Englander ◽  
Eric S. Holmboe ◽  
Keyword(s):  
Medical Education ◽  
Competency Based Medical Education ◽  
Competency Based

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 Competency-based medical education in two Sub-Saharan African medical schools

2014 ◽  
pp. 483 ◽  
Author(s):  
Elsie Kiguli-Malwadde ◽  
Francis Omaswa ◽  
oluwabunmi Olapade-Olaopa ◽  
Sarah Kiguli ◽  
Candice Chen ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
Competency Based Medical Education ◽  
Competency Based ◽  
Sub Saharan

scholarly journals Competency-based medical education: Relevance to psychiatry

2021 ◽  
Vol 63 (2) ◽  
pp. 189
Author(s):  
Sujata Sethi ◽  
Dinesh Kataria ◽  
Vivek Srivastava
Keyword(s):  
Medical Education ◽  
Competency Based Medical Education ◽  
Competency Based

scholarly journals Building a Shared Mental Model of Competence Across the Continuum: Trainee Perceptions of Subinternships for Residency Preparation

2021 ◽  
Vol 8 ◽  
pp. 238212052110633
Author(s):  
Johannah M. Scheurer ◽  
Cynthia Davey ◽  
Anne G. Pereira ◽  
Andrew P. J. Olson
Keyword(s):  
Medical Education ◽  
Response Rate ◽  
Professional Activity ◽  
University Of Minnesota ◽  
Competency Based Medical Education ◽  
Chi Squared ◽  
Competency Based ◽  
Kappa Agreement ◽  
Physician Competency ◽  
The Continuum

INTRODUCTION Toward a vision of competency-based medical education (CBME) spanning the undergraduate to graduate medical education (GME) continuum, University of Minnesota Medical School (UMMS) developed the Subinternship in Critical Care (SICC) offered across specialties and sites. Explicit course objectives and assessments focus on internship preparedness, emphasizing direct observation of handovers (Core Entrustable Professional Activity, “EPA,” 8) and cross-cover duties (EPA 10). METHODS To evaluate students’ perceptions of the SICC's and other clerkships’ effectiveness toward internship preparedness, all 2016 and 2017 UMMS graduates in GME training ( n = 440) were surveyed regarding skill development and assessment among Core EPAs 1, 4, 6, 8, 9, 10. Analysis included descriptive statistics plus chi-squared and Kappa agreement tests. RESULTS Respondents ( n = 147, response rate 33%) rated the SICC as a rotation during which they gained most competence among EPAs both more (#4, 57% rated important; #8, 75%; #10, 70%) and less explicit (#6, 53%; #9, 69%) per rotation objectives. Assessments of EPA 8 (80% rated important) and 10 (76%) were frequently perceived as important toward residency preparedness. Agreement between importance of EPA development and assessment was moderate (Kappa = 0.40-0.59, all surveyed EPAs). CONCLUSIONS Graduates’ perceptions support the SICC's educational utility and assessments. Based on this and other insight from the SICC, the authors propose implications toward collectively envisioning the continuum of physician competency.

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