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

Autor:	Hsu T; Division of Medical Oncology, University of Ottawa, Ontario, Canada., De Angelis F; University of Sherbrooke medical oncology program; Department of Medicine, Sherbrooke University, Quebec, Canada., Al-Asaaed S; Division of Medical Oncology, Memorial University of Newfoundland and Labrador, Newfoundland and Labrador, Canada., Basi SK; Department of Oncology, University of Alberta, Alberta, Canada., Tomiak A; Department of Oncology, Queen's University, Ontario, Canada., Grenier D; Section of Medical Oncology and Hematology, University of Manitoba, Manitoba, Canada., Hammad N; Department of Oncology, Queen's University, Ontario, Canada., Henning JW; Division of Medical Oncology, University of Calgary, Alberta, Canada., Berry S; Department of Oncology, Queen's University, Ontario, Canada., Song X; Division of Medical Oncology, University of Ottawa, Ontario, Canada., Mukherjee SD; Department of Oncology, McMaster University, Hamilton ON, Canada.
Jazyk:	angličtina
Zdroj:	Canadian medical education journal [Can Med Educ J] 2021 Apr 30; Vol. 12 (2), pp. e81-e87. Date of Electronic Publication: 2021 Apr 30 (Print Publication: 2021).
DOI:	10.36834/cmej.70723
Abstrakt:	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. Competing Interests: Dr. Tina Hsu has received honorarium from Apobiologix, Celgene, Ipsen, Eisai and Genomic Health. All other co-authors report no conflicts of interest. (© 2021 Hsu, De-Angelis, Al-Asaaed, Basi, Tomiak, Grenier, Hammad, Henning, Berry, Song, Mukherjee; licensee Synergies Partners.)
Databáze:	MEDLINE
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