| Autor: |
Thoma B; Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Canada.; Royal College of Physicians and Surgeons of Canada, Saskatoon, Canada., Caretta-Weyer H; Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, USA., Schumacher DJ; Department of Pediatrics, Cincinnati Children's Hospital Medical Center/University of Cincinnati College of Medicine, Cincinnati, OH, USA., Warm E; Department of Internal Medicine, University of Cincinnati College of Medicine, Cincinnati, OH, USA., Hall AK; Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Canada.; Royal College of Physicians and Surgeons of Canada, Saskatoon, Canada., Hamstra SJ; Milestones Research and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, IL, USA.; Faculty of Education, University of Ottawa, Ottawa, Canada.; Department of Medical Education, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA., Cavalcanti R; Department of Medicine, University of Toronto, Toronto, Canada.; HoPingKong Centre for Excellence in Education and Practice, UHN, Toronto, Canada., Chan TM; Program for Faculty Development, Faculty of Health Sciences, McMaster University, Hamilton, Canada.; Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Canada.; McMaster program for Education Research, Innovation, and Theory (MERIT), Hamilton, Canada. |
| Abstrakt: |
Medical education is situated within health care and educational organizations that frequently lag in their use of data to learn, develop, and improve performance. How might we leverage competency-based medical education (CBME) assessment data at the individual, program, and system levels, with the goal of redefining CBME from an initiative that supports the development of physicians to one that also fosters the development of the faculty, administrators, and programs within our organizations? In this paper we review the Deliberately Developmental Organization (DDO) framework proposed by Robert Kegan and Lisa Lahey, a theoretical framework that explains how organizations can foster the development of their people. We then describe the DDO's conceptual alignment with CBME and outline how CBME assessment data could be used to spur the transformation of health care and educational organizations into digitally integrated DDOs. A DDO-oriented use of CBME assessment data will require intentional investment into both the digitalization of assessment data and the development of the people within our organizations. By reframing CBME in this light, we hope that educational and health care leaders will see their investments in CBME as an opportunity to spur the evolution of a developmental culture. |
