CBME framework to promote transition to senior

Abstract

Residency programs across Canada are transitioning to Competence by Design (CBD). Our innovative framework improves the traditional transition to independent senior overnight call process by adding workplace-based (WBA) assessments. Our process ensures that faculty and residents have a shared understanding of what competencies need to be demonstrated before residents can work independently as the in-house senior resident overnight. This protocol is worth exploring; initial perceptions suggest an increase in resident confidence while on call and improved faculty comfort when paired with these senior residents. We believe that this in turn will be reflected in enhanced patient care.

Residents need competence not confidence: A retrospective evaluation of the new competency education program for Korean neurology residents

“…However, our important finding was that the junior residents seemed to overestimate their actual competence, especially arising from the frequent supervisor’s intervention as part of the merit of the new residency program. Our findings run counter to previous research [ 23 , 24 ], showing that confidence gets intensified as they have more clinically experienced, and current supervising interventions for the residents fail to balance their actual competence and confidence. This research provides valuable insights for the ongoing development and improvement of the residency training program, emphasizing the importance of maintaining a balanced perspective on residents’ abilities and aligning the educational strategy with key competencies, particularly for some institutions that aim to adopt the global competency movement.…”

Supporting the transition to senior pediatric resident: an interactive online resource

“…These residents have typically prepared for the transition through informal means, including buddy shifts, peer-to-peer discussions and a peer-prepared manual outlining processes and expectations. There are few well-established methods for supporting learners through this intra-residency transition, 1 , 2 , 3 and limited formal educational resources to help residents develop skills and foster confidence as they prepare for senior responsibilities.…”