Educational Consultants: Fostering an Innovative Implementation of CBME (original) (raw)
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Building Capacity for CBME Implementation at Queen's University
2020
Medical education in Canada is currently in a state of transition. In 2013, the Royal College of Physicians and Surgeons of Canada launched Competency by Design (CBD), an initiative which will see all specialty and subspecialty programs in Canada begin transitioning to competency-based medical education (CBME) by 2022. At Queen's University, we intend that beginning July 2017, residents entering any of our 29 postgraduate specialty programs will be integrated into CBME residency programs. This paper shares Queen's University's experience of an accelerated, institutional implementation of CBME in advance of the Royal College's competency by design (CBD) program.
Building Capacity for CBME Implementation at Queen’s University
MedEdPublish, 2017
Medical education in Canada is currently in a state of transition. In 2013, the Royal College of Physicians and Surgeons of Canada launched Competency by Design (CBD), an initiative which will see all specialty and subspecialty programs in Canada begin transitioning to competency-based medical education (CBME) by 2022. At Queen's University, we intend that beginning July 2017, residents entering any of our 29 postgraduate specialty programs will be integrated into CBME residency programs. This paper shares Queen's University's experience of an accelerated, institutional implementation of CBME in advance of the Royal College's competency by design (CBD) program.
A systems approach for institutional CBME adoption at Queen’s University
Medical Teacher, 2020
The Royal College of Physicians and Surgeons of Canada (RCPSC) has begun the transition to Competency by Design (CBD), a new curricular model for residency education that 'ensure[s] competence, but teaches for excellence'. By 2022, all Canadian specialty programs are anticipated to have completed the CBD cohort process which includes workshops facilitated by a Royal College Clinician Educator. Queen's University in Ontario, Canada, was granted approval by the RCPSC to embark upon an accelerated path to competency-based medical education (CBME) for all our postgraduate specialties. This accelerated path allowed us to take an institutional approach for CBME implementation and ensure that all specialities were part of a system-wide change. Our unique institution-wide approach to CBD is the first of its kind across Canada. From both a theoretical and practical perspective we undertook CBME using a systems approach that allowed us to build the foundations for CBME, implement the change, and plan for sustainability. This has created opportunities to bridge and connect the various programs involved in the implementation of CBME on Queen's campus. The systems approach was an essential part of our strategy to develop a community dedicated to ensuring a successful CBME implementation.
Canadian Medical Education Journal
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...
Bridging the gap between CBME in theory and practice: the role of a teacher community
Perspectives on medical education, 2014
The success of curricular reforms is dependent on the teachers who put the reforms into practice. In medical education, clinicians as teachers are important in this endeavour and the educational organization can learn from their efforts. The 'Vygotsky space' construct may help to analyze the learning process between teachers and organization. A case study is presented that shows how a teaching community acted as an enabler in this learning process.
eCME Electronic Continuous Medical Education
The eCME aims to create an electronic Continuous Medical Education system that will aid the simple and cost-effective transfer of medical skills across Europe by proposing a unified pan-European mechanism of accreditation for CME courses, as eCME will attempt to render the award of electronic CME credits an integral part of the service. The results of the project are expected to have a significant impact in the established practices of continuing vocational training of medical professionals, enabling them to maintain, develop and increase their knowledge, skills and professional performance, with subsequent benefits to the services they offer to their patients. The project will also address the social aspect of CME, with content supplements dealing with the needs of patients and their families.
Delivering on the promise of competency based medical education – an institutional approach
Canadian Medical Education Journal
The Royal College of Physicians and Surgeons of Canada (RCPSC) adopted a plan to transform, over a seven-year horizon (2014-2021), residency education across all specialties to competency-based medical education (CBME) curriculum models. The RCPSC plan recommended implementing a more responsive and accountable training model with four discrete stages of training, explicit, specialty specific entrustable professional activities, with associated milestones, and a programmatic approach to assessment across residency education. Embracing this vision, the leadership at Queen’s University (in Kingston, Ontario, Canada) applied for and was granted special permission by the RCPSC to embark on an accelerated institutional path. Over a three-year period, Queen’s took CBME from concept to reality through the development and implementation of acomprehensive strategic plan. This perspective paper describes Queen’s University’s approach of creating a shared institutional vision, outlines the proc...