Otolaryngology residency education: a scoping review on the shift towards competency-based medical education
| Autor: | Ranil Sonnadara, Krista Dunn, Christine Fahim, Natalie Wagner, Diane Reid |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Medical education
medicine.medical_specialty business.industry MEDLINE Internship and Residency CINAHL Competency-Based Education Task (project management) Formative assessment Otolaryngology 03 medical and health sciences 0302 clinical medicine Otorhinolaryngology Education Medical Graduate 030220 oncology & carcinogenesis Evaluation methods Humans Medicine Clinical Competence Curriculum 030223 otorhinolaryngology business Clinical learning |
| Zdroj: | Clinical Otolaryngology. 42:564-572 |
| ISSN: | 1749-4478 |
| DOI: | 10.1111/coa.12772 |
| Popis: | Background Residency training programs worldwide are experiencing a shift from the traditional time-based curriculum to competency based medical education (CBME), due to changes in the healthcare system that have impacted clinical learning opportunities. Otolaryngology-Head and Neck Surgery (OTL-HNS) programs are one of the first North American surgical specialties to adopt the new CBME curriculum. Objective of Review The purpose of this scoping review is to examine the literature pertaining to CBME in OTL-HNS programs worldwide, to identify the tools that have been developed, and identify potential barriers to the implementation of CBME. Search Strategy Four online databases, OVID MEDLINE (R) from 1946 to August 5, 2015, EMBASE 1974 to August 5, 2015, Cochrane and CINAHL databases up to August 5, 2015, were searched using key words related to OTL-HNS and CBME. Evaluation method Two researchers independently reviewed the literature in a systematic manner and met to discuss and address any discrepancies at each step of the review process. Results Of the 207 publications identified in the initial search, 31 were included in this scoping review. Two key themes emerged from the literature; first, OTL-HNS programs reported a need for new assessment tools that assess competency and also provide the learner with formative feedback. Second, although varieties of tools assessing both technical and non-technical skills have been developed, implementation of such tools has been met with some challenges. These challenges include a lack of faculty support, inadequate administrative support, and a lack of knowledge on how to start the transition to CBME. Conclusions This scoping review suggests that task specific checklists (TSCs), entrustment scales, evaluation portfolios from multiple assessments, and faculty training sessions are key aspects to incorporate as OTL-HNS training programs shift towards a CBME curriculum. This article is protected by copyright. All rights reserved. |
| Databáze: | OpenAIRE |
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