Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders

Introduction: Implementing competency-based medical education (CBME) at the institutional level poses many challenges including having to rapidly enable faculty to be facilitators and champions of a new curriculum which utilizes feedback, coaching, and models of programmatic assessment. This study...

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Autores principales:	Eleftherios Soleas, Damon Dagnone, Denise Stockley, Kendall Garton, Richard van Wylick
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/914b0432c2964ff3a0f70ac03d8cdca9
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spelling	oai:doaj.org-article:914b0432c2964ff3a0f70ac03d8cdca92021-12-01T22:41:28ZDeveloping Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders10.36834/cmej.681811923-1202https://doaj.org/article/914b0432c2964ff3a0f70ac03d8cdca92020-03-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/68181https://doaj.org/toc/1923-1202 Introduction: Implementing competency-based medical education (CBME) at the institutional level poses many challenges including having to rapidly enable faculty to be facilitators and champions of a new curriculum which utilizes feedback, coaching, and models of programmatic assessment. This study presents the necessary competencies required for Academic Advisors (AA) and Competence Committee (CC) members, as identified in the literature and as perceived by faculty members at Queen’s University. Methods: This study integrated a review of available literature (n=26) yielding competencies that were reviewed by the authors followed by an external review consisting of CBME experts (n=5). These approved competencies were used in a cross-sectional community consultation survey distributed one year before (n=83) and one year after transitioning to CBME (n=144). Findings: Our newly identified competencies are a useful template for other institutions. Academic Advisor competencies focused on mentoring and coaching, whereas Competence Committee member’s competencies focused on integrating assessments and institutional policies. Competency discrepancies between stakeholder groups existing before the transition had disappeared in the post-implementation sample. Conclusions: We found value in taking an active community-based approach to developing and validating faculty leader competencies sooner rather than later when transitioning to CBME. The evolution of Competence Committees members and Academic Advisors requires the investment of specialized professional development and the sustained engagement of a collaborative community with shared concerns. Eleftherios SoleasDamon DagnoneDenise StockleyKendall GartonRichard van WylickCanadian 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 Eleftherios Soleas Damon Dagnone Denise Stockley Kendall Garton Richard van Wylick Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders
description	Introduction: Implementing competency-based medical education (CBME) at the institutional level poses many challenges including having to rapidly enable faculty to be facilitators and champions of a new curriculum which utilizes feedback, coaching, and models of programmatic assessment. This study presents the necessary competencies required for Academic Advisors (AA) and Competence Committee (CC) members, as identified in the literature and as perceived by faculty members at Queen’s University. Methods: This study integrated a review of available literature (n=26) yielding competencies that were reviewed by the authors followed by an external review consisting of CBME experts (n=5). These approved competencies were used in a cross-sectional community consultation survey distributed one year before (n=83) and one year after transitioning to CBME (n=144). Findings: Our newly identified competencies are a useful template for other institutions. Academic Advisor competencies focused on mentoring and coaching, whereas Competence Committee member’s competencies focused on integrating assessments and institutional policies. Competency discrepancies between stakeholder groups existing before the transition had disappeared in the post-implementation sample. Conclusions: We found value in taking an active community-based approach to developing and validating faculty leader competencies sooner rather than later when transitioning to CBME. The evolution of Competence Committees members and Academic Advisors requires the investment of specialized professional development and the sustained engagement of a collaborative community with shared concerns.
format	article
author	Eleftherios Soleas Damon Dagnone Denise Stockley Kendall Garton Richard van Wylick
author_facet	Eleftherios Soleas Damon Dagnone Denise Stockley Kendall Garton Richard van Wylick
author_sort	Eleftherios Soleas
title	Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders
title_short	Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders
title_full	Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders
title_fullStr	Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders
title_full_unstemmed	Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders
title_sort	developing academic advisors and competence committees members: a community approach to developing cbme faculty leaders
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/914b0432c2964ff3a0f70ac03d8cdca9
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Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders

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