Resident perceptions of Competency-Based Medical Education

Background: Residency training programs in Canada are undergoing a mandated transition to competency-based medical education (CBME). There is limited literature regarding resident perspectives on CBME. As upper year residents act as mentors and assessors for incoming cohorts, and are themselves k...

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Autores principales:	Steve Mann, Amber Hastings Truelove, Theresa Beesley, Stella Howden, Rylan Egan
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/899cedaf946e42eaa64bc558ff0dac3f
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spelling	oai:doaj.org-article:899cedaf946e42eaa64bc558ff0dac3f2021-12-01T22:41:36ZResident perceptions of Competency-Based Medical Education10.36834/cmej.679581923-1202https://doaj.org/article/899cedaf946e42eaa64bc558ff0dac3f2020-02-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/67958https://doaj.org/toc/1923-1202 Background: Residency training programs in Canada are undergoing a mandated transition to competency-based medical education (CBME). There is limited literature regarding resident perspectives on CBME. As upper year residents act as mentors and assessors for incoming cohorts, and are themselves key stakeholders in this educational transition, it is important to understand how they view CBME. We examined how residents who are not currently enrolled in a competency-based program view that method of training, and what they perceive as potential advantages, disadvantages, and considerations regarding its implementation. Methods: Sixteen residents volunteered to participate in individual semi-structured interviews, with questions focussing on participants’ knowledge of CBME and its implementation. We used a grounded theory approach to develop explanations of how residents perceive CBME. Results: Residents anticipated improved assessment and feedback, earlier identification of residents experiencing difficulties in training, and greater flexibility to pursue self-identified educational needs. Disadvantages included logistical issues surrounding CBME implementation, ability of attending physicians to deliver CBME-appropriate feedback, and the possibility of assessment fatigue. Clear, detailed communication and channels for resident feedback were key considerations regarding implementation. Conclusions: Resident views align with educational experts regarding the practical challenges of implementation. Expectations of improved assessment and feedback highlight the need for both residents and attending physicians to be equipped in these domains. Consequently, faculty development and clear communication will be crucial aspects of successful transitioning to CBME. Steve MannAmber Hastings TrueloveTheresa BeesleyStella HowdenRylan EganCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 5 (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 Steve Mann Amber Hastings Truelove Theresa Beesley Stella Howden Rylan Egan Resident perceptions of Competency-Based Medical Education
description	Background: Residency training programs in Canada are undergoing a mandated transition to competency-based medical education (CBME). There is limited literature regarding resident perspectives on CBME. As upper year residents act as mentors and assessors for incoming cohorts, and are themselves key stakeholders in this educational transition, it is important to understand how they view CBME. We examined how residents who are not currently enrolled in a competency-based program view that method of training, and what they perceive as potential advantages, disadvantages, and considerations regarding its implementation. Methods: Sixteen residents volunteered to participate in individual semi-structured interviews, with questions focussing on participants’ knowledge of CBME and its implementation. We used a grounded theory approach to develop explanations of how residents perceive CBME. Results: Residents anticipated improved assessment and feedback, earlier identification of residents experiencing difficulties in training, and greater flexibility to pursue self-identified educational needs. Disadvantages included logistical issues surrounding CBME implementation, ability of attending physicians to deliver CBME-appropriate feedback, and the possibility of assessment fatigue. Clear, detailed communication and channels for resident feedback were key considerations regarding implementation. Conclusions: Resident views align with educational experts regarding the practical challenges of implementation. Expectations of improved assessment and feedback highlight the need for both residents and attending physicians to be equipped in these domains. Consequently, faculty development and clear communication will be crucial aspects of successful transitioning to CBME.
format	article
author	Steve Mann Amber Hastings Truelove Theresa Beesley Stella Howden Rylan Egan
author_facet	Steve Mann Amber Hastings Truelove Theresa Beesley Stella Howden Rylan Egan
author_sort	Steve Mann
title	Resident perceptions of Competency-Based Medical Education
title_short	Resident perceptions of Competency-Based Medical Education
title_full	Resident perceptions of Competency-Based Medical Education
title_fullStr	Resident perceptions of Competency-Based Medical Education
title_full_unstemmed	Resident perceptions of Competency-Based Medical Education
title_sort	resident perceptions of competency-based medical education
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/899cedaf946e42eaa64bc558ff0dac3f
work_keys_str_mv	AT stevemann residentperceptionsofcompetencybasedmedicaleducation AT amberhastingstruelove residentperceptionsofcompetencybasedmedicaleducation AT theresabeesley residentperceptionsofcompetencybasedmedicaleducation AT stellahowden residentperceptionsofcompetencybasedmedicaleducation AT rylanegan residentperceptionsofcompetencybasedmedicaleducation
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Resident perceptions of Competency-Based Medical Education

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