Black Ice: ways to get a grip on resident co-production within medical education change

Abstract

The Royal College of Physicians and Surgeons of Canada (RCPSC) is transforming its national approach to postgraduate medical education by transitioning all specialty programs to competency based medical education (CBME) curriculums over a seven-year period. Queen’s University, with special permission from the RCPSC, launched CBME curricula for all incoming residents across its 29 specialty programs in July 2017. Resident engagement, empowerment, and co-production through this transition has been instrumental in successful implementation of CBME at Queen’s University. This article aims to use our own experience at Queen’s in the context of current literature and rooted in change leadership theory, to provide a guide for educators, learners, and institutions on how to leverage the interest and enthusiasm of trainees in the transition to CBME in postgraduate training. The following ten tips provides a model for avoiding the “black ice” type pitfalls that can arise with learner involvement, and ensure a smoother transition for other institutions moving forward with CBME implementation.

Exploring residents’ perceptions of competency-based medical education across Canada: A national survey study

“…It is important that training programs be aware of resident apprehensions regarding CBME, and seek to proactively address these through open, two-way communication before, during, and after implementation. This may help to alleviate concerns and uncertainty, and increase resident engagement and co-production which are instrumental to successful implementation 9 , 26 . Additionally, program leaders should acknowledge the potential for resident burnout, which may be exacerbated by the stress surrounding CBME implementation, and apply strategies to prevent, identify, and deal with added stress.…”