Practical solutions for implementation of Transition to Practice curricula in a competency-based medical education model.

Background: Although transition from residency to practice represents a critical learning stage, there is a paucity of literature to inform local curriculum development and implementation. Objectives: To describe local curriculum development for Transition to Practice (TTP) for use within a compet...

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Autores principales:	Layli Sanaee, Susan Glover Takahashi, Marla Nayer
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/74adb51986ee4224b827211dadad8a1d
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spelling	oai:doaj.org-article:74adb51986ee4224b827211dadad8a1d2021-12-01T22:41:19ZPractical solutions for implementation of Transition to Practice curricula in a competency-based medical education model.10.36834/cmej.678211923-1202https://doaj.org/article/74adb51986ee4224b827211dadad8a1d2020-04-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/67821https://doaj.org/toc/1923-1202 Background: Although transition from residency to practice represents a critical learning stage, there is a paucity of literature to inform local curriculum development and implementation. Objectives: To describe local curriculum development for Transition to Practice (TTP) for use within a competency-based medical education model, including important content and suitable teaching and assessment strategies. Design: We reviewed the literature to construct a definition and develop initial curriculum content for TTP. We then gathered local residency program directors’ views on TTP content, teaching, and assessment via online survey and an international educational conference workshop. Results: We identified 21 important TTP content areas in the literature and analyzed 35 survey responses, representing 33 residency programs. Survey participants viewed Further sophistication of clinical skills, How to set up a practice, and Time management skills as the three most important content areas. Views on content importance varied by program. For learning and teaching strategies, most respondents preferred: assessing what residents could do, providing real-life practice opportunities, and offering workplace-based assessments. Conclusions: TTP curricula implementation should reflect nationally set, specialty-specific curriculum elements; locally developed priority content; and learning and teaching strategies. Individual learner needs and imminent practice context should guide faculty approaches to curriculum delivery. Layli SanaeeSusan Glover TakahashiMarla NayerCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 4 (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 Layli Sanaee Susan Glover Takahashi Marla Nayer Practical solutions for implementation of Transition to Practice curricula in a competency-based medical education model.
description	Background: Although transition from residency to practice represents a critical learning stage, there is a paucity of literature to inform local curriculum development and implementation. Objectives: To describe local curriculum development for Transition to Practice (TTP) for use within a competency-based medical education model, including important content and suitable teaching and assessment strategies. Design: We reviewed the literature to construct a definition and develop initial curriculum content for TTP. We then gathered local residency program directors’ views on TTP content, teaching, and assessment via online survey and an international educational conference workshop. Results: We identified 21 important TTP content areas in the literature and analyzed 35 survey responses, representing 33 residency programs. Survey participants viewed Further sophistication of clinical skills, How to set up a practice, and Time management skills as the three most important content areas. Views on content importance varied by program. For learning and teaching strategies, most respondents preferred: assessing what residents could do, providing real-life practice opportunities, and offering workplace-based assessments. Conclusions: TTP curricula implementation should reflect nationally set, specialty-specific curriculum elements; locally developed priority content; and learning and teaching strategies. Individual learner needs and imminent practice context should guide faculty approaches to curriculum delivery.
format	article
author	Layli Sanaee Susan Glover Takahashi Marla Nayer
author_facet	Layli Sanaee Susan Glover Takahashi Marla Nayer
author_sort	Layli Sanaee
title	Practical solutions for implementation of Transition to Practice curricula in a competency-based medical education model.
title_short	Practical solutions for implementation of Transition to Practice curricula in a competency-based medical education model.
title_full	Practical solutions for implementation of Transition to Practice curricula in a competency-based medical education model.
title_fullStr	Practical solutions for implementation of Transition to Practice curricula in a competency-based medical education model.
title_full_unstemmed	Practical solutions for implementation of Transition to Practice curricula in a competency-based medical education model.
title_sort	practical solutions for implementation of transition to practice curricula in a competency-based medical education model.
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/74adb51986ee4224b827211dadad8a1d
work_keys_str_mv	AT laylisanaee practicalsolutionsforimplementationoftransitiontopracticecurriculainacompetencybasedmedicaleducationmodel AT susanglovertakahashi practicalsolutionsforimplementationoftransitiontopracticecurriculainacompetencybasedmedicaleducationmodel AT marlanayer practicalsolutionsforimplementationoftransitiontopracticecurriculainacompetencybasedmedicaleducationmodel
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Practical solutions for implementation of Transition to Practice curricula in a competency-based medical education model.

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