Ten ways to get a grip on resident co-production within medical education change

The Royal College of Physicians and Surgeons of Canada (RCPSC) is transforming its national approach to postgraduate medical education by transitioning all specialty programs to competency based medical education (CBME) curriculums over a seven-year period. Queen’s University, with special permissio...

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Autores principales:	Jeffery D. Dagnone, Samantha Buttemer, Jena Hall, Liora Berger, Kristen Weersink
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/45d71f48befd41c6964ab8bba8d98c57
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spelling	oai:doaj.org-article:45d71f48befd41c6964ab8bba8d98c572021-12-01T22:41:29ZTen ways to get a grip on resident co-production within medical education change10.36834/cmej.679191923-1202https://doaj.org/article/45d71f48befd41c6964ab8bba8d98c572020-03-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/67919https://doaj.org/toc/1923-1202The Royal College of Physicians and Surgeons of Canada (RCPSC) is transforming its national approach to postgraduate medical education by transitioning all specialty programs to competency based medical education (CBME) curriculums over a seven-year period. Queen’s University, with special permission from the RCPSC, launched CBME curricula for all incoming residents across its 29 specialty programs in July 2017. Resident engagement, empowerment, and co-production through this transition has been instrumental in successful implementation of CBME at Queen’s University. This article aims to use our own experience at Queen’s in the context of current literature and rooted in change leadership theory, to provide a guide for educators, learners, and institutions on how to leverage the interest and enthusiasm of trainees in the transition to CBME in postgraduate training. The following ten tips provides a model for avoiding the “black ice” type pitfalls that can arise with learner involvement and ensure a smoother transition for other institutions moving forward with CBME implementation. Jeffery D. DagnoneSamantha ButtemerJena HallLiora BergerKristen WeersinkCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Jeffery D. Dagnone Samantha Buttemer Jena Hall Liora Berger Kristen Weersink Ten ways to get a grip on resident co-production within medical education change
description	The Royal College of Physicians and Surgeons of Canada (RCPSC) is transforming its national approach to postgraduate medical education by transitioning all specialty programs to competency based medical education (CBME) curriculums over a seven-year period. Queen’s University, with special permission from the RCPSC, launched CBME curricula for all incoming residents across its 29 specialty programs in July 2017. Resident engagement, empowerment, and co-production through this transition has been instrumental in successful implementation of CBME at Queen’s University. This article aims to use our own experience at Queen’s in the context of current literature and rooted in change leadership theory, to provide a guide for educators, learners, and institutions on how to leverage the interest and enthusiasm of trainees in the transition to CBME in postgraduate training. The following ten tips provides a model for avoiding the “black ice” type pitfalls that can arise with learner involvement and ensure a smoother transition for other institutions moving forward with CBME implementation.
format	article
author	Jeffery D. Dagnone Samantha Buttemer Jena Hall Liora Berger Kristen Weersink
author_facet	Jeffery D. Dagnone Samantha Buttemer Jena Hall Liora Berger Kristen Weersink
author_sort	Jeffery D. Dagnone
title	Ten ways to get a grip on resident co-production within medical education change
title_short	Ten ways to get a grip on resident co-production within medical education change
title_full	Ten ways to get a grip on resident co-production within medical education change
title_fullStr	Ten ways to get a grip on resident co-production within medical education change
title_full_unstemmed	Ten ways to get a grip on resident co-production within medical education change
title_sort	ten ways to get a grip on resident co-production within medical education change
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/45d71f48befd41c6964ab8bba8d98c57
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Ten ways to get a grip on resident co-production within medical education change

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