Preparing for CBME: How often are faculty observing residents?
| Autor: | Sarah Manos, Sheenagh J K George, Kenny K. Wong |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Response rate (survey)
medicine.medical_specialty 020205 medical informatics medicine.diagnostic_test Descriptive statistics Direct observation Physical examination 02 engineering and technology Inpatient setting 03 medical and health sciences 0302 clinical medicine Incentive Institutional research Family medicine Pediatrics Perinatology and Child Health 0202 electrical engineering electronic engineering information engineering medicine See Many Do Many and Teach Many 030212 general & internal medicine Psychology Competence (human resources) |
| Zdroj: | Paediatr Child Health |
| ISSN: | 1918-1485 1205-7088 |
| Popis: | Background The Royal College of Physicians and Surgeons of Canada officially launched ‘Competence by Design’ in July 2017, moving from time-based to outcomes-based training. Transitioning to competency-based medical education (CBME) necessitates change in resident assessment. A greater frequency of resident observation will likely be required to adequately assess whether entrustable professional activities have been achieved. Purpose Characterize faculty and resident experiences of direct observation in a single paediatric residency program, pre-CBME implementation. Qualitatively describe participants’ perceived barriers and incentives to participating in direct observation. Methods Surveys were sent to paediatric residents and faculty asking for demographics, the frequency of resident observation during an average 4-week rotation, perceived ideal frequency of observation, and factors influencing observation frequency. Descriptive data were analyzed. Institutional research ethics board approval was received. Results The response rate was 54% (34/68 faculty and 16/25 residents). When asked the MAXIMUM frequency FACULTY observed a resident take a history, perform a physical examination, or deliver a plan, the median faculty reply was 1, 2, and 3, for outpatient settings and 0, 1, and 2, for inpatient settings. The median RESIDENT reply was 2, 4, and 10 for outpatient settings and 1, 2, and 20 for inpatient settings. When asked the MINIMUM frequency for each domain, the median FACULTY and RESIDENT reply was 0, except for delivering a plan in the inpatient setting. Faculty reported observing seniors delivering the plan more frequently than junior residents. Faculty and resident median replies for how frequently residents should be observed for each domain were the same, three to four, three to four, and five to six times. Four per cent of faculty reported regularly scheduling observations, and 77% of residents regularly ask to be observed. The most common barriers to observation were too many patients to see and both faculty and residents were seeing patients at the same time. Most faculty and resident responders felt that observation frequency could be improved if scheduled at the start of the rotation; faculty were provided a better tool for assessment; and if residents asked to be observed. Conclusions This study provides baseline data on how infrequent faculty observation is occurring and at a frequency lower than what faculty and residents feel is necessary. The time needed for observation competes with clinical service demands, but better scheduling strategies and assessment tools may help. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|