Ten ways to get a grip on designing and implementing a competency-based medical education training program

Background: Globally there is a move to adopt competency-based medical education (CBME) at all levels of the medical training system. Implementation of a complex intervention such as CBME represents a marked paradigm shift involving multiple stakeholders. Methods: This article aims to share tips...

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Autores principales:	Tina Hsu, Flávia De Angelis, Sohaib Al-Asaaed, Sanraj K Basi, Anna Tomiak, Debjani Grenier, Nazik Hammad, Jan-Willem Henning, Scott Berry, Xinni Song, Som D Mukherjee
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/a30de386945749edafb82b7b00f69ff4
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spelling	oai:doaj.org-article:a30de386945749edafb82b7b00f69ff42021-12-01T22:38:03ZTen ways to get a grip on designing and implementing a competency-based medical education training program10.36834/cmej.707231923-1202https://doaj.org/article/a30de386945749edafb82b7b00f69ff42021-02-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70723https://doaj.org/toc/1923-1202 Background: Globally there is a move to adopt competency-based medical education (CBME) at all levels of the medical training system. Implementation of a complex intervention such as CBME represents a marked paradigm shift involving multiple stakeholders. Methods: This article aims to share tips, based on review of the available literature and the authors’ experiences, that may help educators implementing CBME to more easily navigate this major undertaking and avoid “black ice” pitfalls that educators may encounter. Results: Careful planning prior to, during and post implementation will help programs transition successfully to CBME. Involvement of key stakeholders, such as trainees, teaching faculty, residency training committee members, and the program administrator, prior to and throughout implementation of CBME is critical. Careful and selective choice of key design elements including Entrustable Professional Activities, assessments and appropriate use of direct observation will enhance successful uptake of CBME. Pilot testing may help engage faculty and learners and identify logistical issues that may hinder implementation. Academic advisors, use of curriculum maps, and identifying and leveraging local resources may help facilitate implementation. Planned evaluation of CBME is important to ensure choices made during the design and implementation of CBME result in the desired outcomes. Conclusion: Although the transition to CBME is challenging, successful implementation can be facilitated by careful design and strategic planning. Tina HsuFlávia De AngelisSohaib Al-AsaaedSanraj K BasiAnna TomiakDebjani GrenierNazik HammadJan-Willem Henning Scott BerryXinni SongSom D MukherjeeCanadian 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 Tina Hsu Flávia De Angelis Sohaib Al-Asaaed Sanraj K Basi Anna Tomiak Debjani Grenier Nazik Hammad Jan-Willem Henning Scott Berry Xinni Song Som D Mukherjee Ten ways to get a grip on designing and implementing a competency-based medical education training program
description	Background: Globally there is a move to adopt competency-based medical education (CBME) at all levels of the medical training system. Implementation of a complex intervention such as CBME represents a marked paradigm shift involving multiple stakeholders. Methods: This article aims to share tips, based on review of the available literature and the authors’ experiences, that may help educators implementing CBME to more easily navigate this major undertaking and avoid “black ice” pitfalls that educators may encounter. Results: Careful planning prior to, during and post implementation will help programs transition successfully to CBME. Involvement of key stakeholders, such as trainees, teaching faculty, residency training committee members, and the program administrator, prior to and throughout implementation of CBME is critical. Careful and selective choice of key design elements including Entrustable Professional Activities, assessments and appropriate use of direct observation will enhance successful uptake of CBME. Pilot testing may help engage faculty and learners and identify logistical issues that may hinder implementation. Academic advisors, use of curriculum maps, and identifying and leveraging local resources may help facilitate implementation. Planned evaluation of CBME is important to ensure choices made during the design and implementation of CBME result in the desired outcomes. Conclusion: Although the transition to CBME is challenging, successful implementation can be facilitated by careful design and strategic planning.
format	article
author	Tina Hsu Flávia De Angelis Sohaib Al-Asaaed Sanraj K Basi Anna Tomiak Debjani Grenier Nazik Hammad Jan-Willem Henning Scott Berry Xinni Song Som D Mukherjee
author_facet	Tina Hsu Flávia De Angelis Sohaib Al-Asaaed Sanraj K Basi Anna Tomiak Debjani Grenier Nazik Hammad Jan-Willem Henning Scott Berry Xinni Song Som D Mukherjee
author_sort	Tina Hsu
title	Ten ways to get a grip on designing and implementing a competency-based medical education training program
title_short	Ten ways to get a grip on designing and implementing a competency-based medical education training program
title_full	Ten ways to get a grip on designing and implementing a competency-based medical education training program
title_fullStr	Ten ways to get a grip on designing and implementing a competency-based medical education training program
title_full_unstemmed	Ten ways to get a grip on designing and implementing a competency-based medical education training program
title_sort	ten ways to get a grip on designing and implementing a competency-based medical education training program
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/a30de386945749edafb82b7b00f69ff4
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Ten ways to get a grip on designing and implementing a competency-based medical education training program

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