A National Survey of Canadian Diagnostic Radiology Program Directors on the Transition to Competence by Design in Diagnostic Radiology Post-Graduate Medical Education

Bentley, H. Brian; Lee, Juvel; Supersad, Alanna; Yu, Hang; Wong, Scott; Stewart, Matthew; Vatturi, Sri Sannihita; Crivellaro, Priscila; Khatchikian, Aline D.; Hague, Cameron; Taylor, Jana; Probyn, Linda

doi:10.1177/08465371221143247

Cited by 2 publications

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“…Assess the knowledge of Canadian diagnostic radiology program directors about Competence by Design (CBD), and evaluate their perception of the benefits and challenges of transitioning to CBD, as well as the overall preparedness of the transition. 4…”

Section: Motivationmentioning

confidence: 99%

Editor’s Corner: August 2023

Chow

Patlas

2023

Can Assoc Radiol J

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Section: Motivationmentioning

confidence: 99%

Editor’s Corner: August 2023

Chow

Patlas

2023

Can Assoc Radiol J

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Knowledge and Perceptions of Competency-Based Medical Education in Diagnostic Radiology Post-Graduate Medical Education: Identifying Priorities and Developing a Framework for Professional Development Activities

et al. 2022

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Introduction: We evaluated knowledge and perceptions of an established Competency-Based Medical Education (CBME) model developed by the Royal College of Physicians and Surgeons of Canada, Competence by Design (CBD), and identified evidence-informed priorities for professional development activities (PDAs). Materials and Methods: Teaching faculty and residents at a single, large diagnostic radiology post-graduate medical education (PGME) program were eligible to participate in this cross-sectional, survey-based study. Knowledge of CBD was evaluated through multiple choice questions (MCQs), which assessed participants’ understanding of major principles and terms associated with CBD. Participants’ perceptions of the anticipated impact of CBD on resident education and patient care were evaluated and priorities for PDAs were identified, which informed a framework for CBD PDAs. Results: Fifty faculty and residents participated. The faculty and resident response rates were 11.6% (n = 29/249) and 55.3% (n = 21/38), respectively. The mean ± standard deviation overall score on MCQs was 39.0% ± 20.4%. The majority of participants perceived the impact of CBD on resident education to be equivocal and to not impact patient care. Knowledge of CBD was not statistically significantly associated with participants’ perceptions of the impact of CBD on either resident education or patient care ( P > .05). Delivery of high-quality feedback was the greatest priority identified for PDAs. Discussion: Our results and proposed CBD PDAs framework may help to guide diagnostic radiology PGME programs in designing evidence-informed PDAs, which may meaningfully contribute to the successful implementation of CBD in diagnostic radiology PGME. As diagnostic radiology PGME programs throughout the world increasingly implement CBME models, evidence-informed PDAs will become of increasing importance.

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A National Survey of Canadian Diagnostic Radiology Program Directors on the Transition to Competence by Design in Diagnostic Radiology Post-Graduate Medical Education

Cited by 2 publications

References 3 publications

Editor’s Corner: August 2023

Editor’s Corner: August 2023

Knowledge and Perceptions of Competency-Based Medical Education in Diagnostic Radiology Post-Graduate Medical Education: Identifying Priorities and Developing a Framework for Professional Development Activities

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