Rapid, collaborative generation and review of COVID-19 pandemic-specific competencies for family medicine residency training

Background: In March 2020, the COVID-19 pandemic disrupted competency-based medical education in Family Medicine programs across Canada. Faculty and residents identified a need for clear, relevant, and specific competencies to frame teaching, learning, supervision and feedback during the pandemic....

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Autores principales:	Eric Wooltorton, Edward Seale, Denice Lewis, Kendall Noel, Clare Liddy, Gary Viner, Lina Shoppoff, Douglas Archibald
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/c647a372d8d049d7a6264ba5d5bed786
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spelling	oai:doaj.org-article:c647a372d8d049d7a6264ba5d5bed7862021-12-01T22:40:59ZRapid, collaborative generation and review of COVID-19 pandemic-specific competencies for family medicine residency training 10.36834/cmej.702541923-1202https://doaj.org/article/c647a372d8d049d7a6264ba5d5bed7862020-07-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70254https://doaj.org/toc/1923-1202 Background: In March 2020, the COVID-19 pandemic disrupted competency-based medical education in Family Medicine programs across Canada. Faculty and residents identified a need for clear, relevant, and specific competencies to frame teaching, learning, supervision and feedback during the pandemic. Methods: A rapid, iterative, educational quality improvement process was launched. Phase 1 involved experienced educators defining gaps in our program’s existing competency-database, reviewing emerging public health and regulatory guidelines, and drafting competencies. Phase 2 involved translation, member-checking, and anonymous feedback and editing of draft competencies by residents and other educational leaders. Phase 3 involved wider dissemination, collaborative editing and feedback from residents and faculty throughout the department. Results: A total of 44 physicians including residents and faculty from multiple contexts provided detailed feedback, review, and editing of an ultimate list of 33 competencies organized by CanMEDS-FM roles. Broad agreement was obtained that the competencies form reasonable learning outcomes during the COVID-19 pandemic. Conclusions: These competencies represent learning objectives reflecting the initial educational mindsets of a wide range of teachers and learners experiencing a global pandemic. The project illustrates a novel collaboration across educational portfolios as a rapid educational response to a public health crisis. Eric WooltortonEdward SealeDenice LewisKendall NoelClare LiddyGary VinerLina ShoppoffDouglas ArchibaldCanadian 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 Eric Wooltorton Edward Seale Denice Lewis Kendall Noel Clare Liddy Gary Viner Lina Shoppoff Douglas Archibald Rapid, collaborative generation and review of COVID-19 pandemic-specific competencies for family medicine residency training
description	Background: In March 2020, the COVID-19 pandemic disrupted competency-based medical education in Family Medicine programs across Canada. Faculty and residents identified a need for clear, relevant, and specific competencies to frame teaching, learning, supervision and feedback during the pandemic. Methods: A rapid, iterative, educational quality improvement process was launched. Phase 1 involved experienced educators defining gaps in our program’s existing competency-database, reviewing emerging public health and regulatory guidelines, and drafting competencies. Phase 2 involved translation, member-checking, and anonymous feedback and editing of draft competencies by residents and other educational leaders. Phase 3 involved wider dissemination, collaborative editing and feedback from residents and faculty throughout the department. Results: A total of 44 physicians including residents and faculty from multiple contexts provided detailed feedback, review, and editing of an ultimate list of 33 competencies organized by CanMEDS-FM roles. Broad agreement was obtained that the competencies form reasonable learning outcomes during the COVID-19 pandemic. Conclusions: These competencies represent learning objectives reflecting the initial educational mindsets of a wide range of teachers and learners experiencing a global pandemic. The project illustrates a novel collaboration across educational portfolios as a rapid educational response to a public health crisis.
format	article
author	Eric Wooltorton Edward Seale Denice Lewis Kendall Noel Clare Liddy Gary Viner Lina Shoppoff Douglas Archibald
author_facet	Eric Wooltorton Edward Seale Denice Lewis Kendall Noel Clare Liddy Gary Viner Lina Shoppoff Douglas Archibald
author_sort	Eric Wooltorton
title	Rapid, collaborative generation and review of COVID-19 pandemic-specific competencies for family medicine residency training
title_short	Rapid, collaborative generation and review of COVID-19 pandemic-specific competencies for family medicine residency training
title_full	Rapid, collaborative generation and review of COVID-19 pandemic-specific competencies for family medicine residency training
title_fullStr	Rapid, collaborative generation and review of COVID-19 pandemic-specific competencies for family medicine residency training
title_full_unstemmed	Rapid, collaborative generation and review of COVID-19 pandemic-specific competencies for family medicine residency training
title_sort	rapid, collaborative generation and review of covid-19 pandemic-specific competencies for family medicine residency training
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/c647a372d8d049d7a6264ba5d5bed786
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Rapid, collaborative generation and review of COVID-19 pandemic-specific competencies for family medicine residency training

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