Exploring resident perceptions of initial competency based medical education implementation

Background: Competence by design (CBD) is a nationally developed hybrid competency based medical education (CBME) curricular model that focuses on residents’ abilities to promote successful practice and better meet societal needs. CBD is based on a commonly used framework of five core components of...

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Autores principales:	Shivani Upadhyaya, Marghalara Rashid, Andrea Davila Cervantes, Anna Oswald
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/4e9dff36a92144edbe9df5a8dac7f424
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spelling	oai:doaj.org-article:4e9dff36a92144edbe9df5a8dac7f4242021-12-01T22:38:04ZExploring resident perceptions of initial competency based medical education implementation10.36834/cmej.709431923-1202https://doaj.org/article/4e9dff36a92144edbe9df5a8dac7f4242021-02-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70943https://doaj.org/toc/1923-1202 Background: Competence by design (CBD) is a nationally developed hybrid competency based medical education (CBME) curricular model that focuses on residents’ abilities to promote successful practice and better meet societal needs. CBD is based on a commonly used framework of five core components of CBME: outcome competencies, sequenced progression, tailored learning experiences, competency-focused instruction and programmatic assessment. There is limited literature concerning residents’ perceptions of implementation of CBME. Objective: We explored resident perceptions of this transformation and their views as they relate to the intended framework. Methods: We recruited residents enrolled in current CBME implementation between August 2018 and January 2019. We interviewed residents representing eight disciplines from the initial two CBME implementation cohorts. Inductive thematic analysis was used to analyse the data through iterative consensus building until saturation. Results: We identified five themes: 1) Value of feedback for residents; 2) Resident strategies for successful Entrustable Professional Activity observation completion; 3) Residents experience challenges; 4) Resident concerns regarding CBME; and 5) Resident recommendations to improve existing challenges. We found that while there was clear alignment with residents’ perceptions of the programmatic assessment core CBME component, alignment was not as clear for other components. Conclusions: Residents perceived aspects of this transformation as helpful but overall had mixed perceptions and variable understanding of the intended underlying framework. Understanding and disseminating successes and challenges from the resident lens may assist programs at different stages of CBME implementation. Shivani UpadhyayaMarghalara RashidAndrea Davila CervantesAnna OswaldCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Shivani Upadhyaya Marghalara Rashid Andrea Davila Cervantes Anna Oswald Exploring resident perceptions of initial competency based medical education implementation
description	Background: Competence by design (CBD) is a nationally developed hybrid competency based medical education (CBME) curricular model that focuses on residents’ abilities to promote successful practice and better meet societal needs. CBD is based on a commonly used framework of five core components of CBME: outcome competencies, sequenced progression, tailored learning experiences, competency-focused instruction and programmatic assessment. There is limited literature concerning residents’ perceptions of implementation of CBME. Objective: We explored resident perceptions of this transformation and their views as they relate to the intended framework. Methods: We recruited residents enrolled in current CBME implementation between August 2018 and January 2019. We interviewed residents representing eight disciplines from the initial two CBME implementation cohorts. Inductive thematic analysis was used to analyse the data through iterative consensus building until saturation. Results: We identified five themes: 1) Value of feedback for residents; 2) Resident strategies for successful Entrustable Professional Activity observation completion; 3) Residents experience challenges; 4) Resident concerns regarding CBME; and 5) Resident recommendations to improve existing challenges. We found that while there was clear alignment with residents’ perceptions of the programmatic assessment core CBME component, alignment was not as clear for other components. Conclusions: Residents perceived aspects of this transformation as helpful but overall had mixed perceptions and variable understanding of the intended underlying framework. Understanding and disseminating successes and challenges from the resident lens may assist programs at different stages of CBME implementation.
format	article
author	Shivani Upadhyaya Marghalara Rashid Andrea Davila Cervantes Anna Oswald
author_facet	Shivani Upadhyaya Marghalara Rashid Andrea Davila Cervantes Anna Oswald
author_sort	Shivani Upadhyaya
title	Exploring resident perceptions of initial competency based medical education implementation
title_short	Exploring resident perceptions of initial competency based medical education implementation
title_full	Exploring resident perceptions of initial competency based medical education implementation
title_fullStr	Exploring resident perceptions of initial competency based medical education implementation
title_full_unstemmed	Exploring resident perceptions of initial competency based medical education implementation
title_sort	exploring resident perceptions of initial competency based medical education implementation
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/4e9dff36a92144edbe9df5a8dac7f424
work_keys_str_mv	AT shivaniupadhyaya exploringresidentperceptionsofinitialcompetencybasedmedicaleducationimplementation AT marghalararashid exploringresidentperceptionsofinitialcompetencybasedmedicaleducationimplementation AT andreadavilacervantes exploringresidentperceptionsofinitialcompetencybasedmedicaleducationimplementation AT annaoswald exploringresidentperceptionsofinitialcompetencybasedmedicaleducationimplementation
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Exploring resident perceptions of initial competency based medical education implementation

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