Educational consultants: fostering an innovative implementation of competency‐based medical education

Pero, Rebecca; Pero, Elizabeth; Marcotte, Laura; Dagnone, Jeffrey Damon

doi:10.1111/medu.13868

Cited by 4 publications

(4 citation statements)

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“…Layering in the identification of missing CanMEDS competencies and revising curriculum to address them may be asking too much. In an effort to alleviate some of this burden, Pero et al 34 investigated the role of educational consultants (ECs) at one Canadian university. The ECs, holding graduate degrees in education, were leveraged to lighten the workload of clinicians during curricular transformation by "liaising with stakeholders, co-creating educational development and education technology activities, and leading training and research coordination."…”

Section: The Way Forwardmentioning

confidence: 99%

“…The ECs, holding graduate degrees in education, were leveraged to lighten the workload of clinicians during curricular transformation by "liaising with stakeholders, co-creating educational development and education technology activities, and leading training and research coordination." 34 After only one year, decanal leadership determined that ongoing funding of ECs was a priority due to the practical benefits they provided such as the design and delivery of curriculum, including assessment forms and curriculum mapping. 34 Widespread use of ECs to assist programs in identification of missing competencies and developing educational approaches to address them would go a long way toward ensuring the original vision of CanMEDS is maintained in the new curriculum.…”

Section: The Way Forwardmentioning

confidence: 99%

“…34 After only one year, decanal leadership determined that ongoing funding of ECs was a priority due to the practical benefits they provided such as the design and delivery of curriculum, including assessment forms and curriculum mapping. 34 Widespread use of ECs to assist programs in identification of missing competencies and developing educational approaches to address them would go a long way toward ensuring the original vision of CanMEDS is maintained in the new curriculum. At our university, we have used the results of this analysis to inform program directors of CanMEDS competencies that are not being assessed or are missing from their EPA-based curriculum.…”

Section: The Way Forwardmentioning

confidence: 99%

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Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula

et al. 2021

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Background: As governing bodies design new curricula that seek to further incorporate principles of competency-based medical education within time-based models of training, questions have been raised regarding the continued centrality of existing CanMEDS competencies. Although efforts have been made to align these new curricula with CanMEDS, we don’t yet know to what extent these competencies are meaningfully integrated. Methods: A content analysis approach was used to systematically evaluate national Canadian curricula for 18 residency-training programs and determine the number of times each enabling CanMEDS competency was represented. Results: Clear trends persisted across all programs. Medical Expert and Collaborator competencies were well integrated into curriculum (81% and 86% mapped to assessment) while competencies related to the Leader, Professional, and Health Advocate roles were less frequently mapped to assessment (41%, 36%, and 40%) and were often absent from the new curricula altogether (59%, 64%, and 60%). Conclusion: Deliberate planning in curriculum development affords the early identification of gaps. These gaps can inform current assessment practice and future curricular development by providing direction for innovation. If we are to ensure that any new curricula meaningfully address all CanMEDS roles, we need to think carefully about how to best teach and assess underrepresented competencies.

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Section: The Way Forwardmentioning

confidence: 99%

Section: The Way Forwardmentioning

confidence: 99%

Section: The Way Forwardmentioning

confidence: 99%

See 1 more Smart Citation

Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula

et al. 2021

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“…At a time when the rapid spread of both accurate and inaccurate information (ie, infodemics, as referred to by the World Health Organization) has produced substantial concern for public health, claims that spinal manipulative therapy (SMT) can improve immune function have substantially increased with the onset of the COVID-19 pandemic, especially in Canada and the US . These claims were highlighted in a March 28, 2020, online report of the US-based International Chiropractors Association, which stated, “The observation that those who use chiropractic regularly and do not become ill with colds, flu, and other community shared illnesses is frequent within the profession and should not be ignored.” Such claims have a long history within the chiropractic profession . Proponents of these claims state that their position is informed by scientific evidence .…”

Section: Introductionmentioning

confidence: 99%

Assessment of Studies Evaluating Spinal Manipulative Therapy and Infectious Disease and Immune System Outcomes

et al. 2021

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Key Points Question Is spinal manipulative therapy associated with changes in the immune system? Findings In this systematic review of 13 studies comprising 795 participants, no clinical studies investigated the efficacy or effectiveness of spinal manipulative therapy in preventing or improving disease-specific outcomes among patients with infectious disease. Preliminary laboratory experiments indicated that spinal manipulative therapy may, in the short term, be associated with levels of change in immunological biomarkers among asymptomatic participants. Meaning These findings suggest that, given the limitations of the evidence, claims that spinal manipulative therapy is associated with changes in the immune system are premature and further clinical studies should be completed.

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Perceptions and barriers to competency‐based education in Canadian postgraduate medical education

Crawford

Cofie

McEwen

et al. 2020

Evaluation Clinical Practice

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RationaleCompetency‐based education (CBE) is currently being implemented across Canadian postgraduate medical education programmes through Competence by Design (CBD).1 Queen's University received permission to initiate CBE in all programmes simultaneously starting in 2017; an institutional initiative termed Competency‐based medical education (CBME).2 We describe our initial experiences to highlight perceptions and barriers and facilitate implementation at other centers.MethodsAnonymous online surveys were administered to faculty and residents transitioning to CBE (138 respondents) including (a) Queen's programme leaders (Programme Directors and CBME Leads) [n = 27], (b) Queen's residents [n = 102], and (c) Canadian neurology programme directors [n = 9] and were analysed using descriptive and inferential statistical techniques.ResultsPerceptions were favourable (x = 3.55/5, SD = 0.71) and 81.6% perceived CBE enhanced training; however, perceptions were more favourable among faculty. Queen's programme leaders indicated that CBE did not improve their ability to provide negative feedback. Queen's residents did not perceive improved quality of feedback. National Canadian neurology programme directors did not perceive that their institutions had adequately prepared them. There was variability in barriers perceived across groups. Queen's programme leaders were concerned about resident initiative. Queen's residents felt that assessment selection and faculty responsiveness to feedback were barriers. Canadian neurology programme directors were concerned about access to information technology.RecommendationsOur results indicate that faculty were concerned about the reluctance of residents to actively participate in CBE, while residents were hesitant to assume such a role because of lack of familiarity and perceived benefit. This discrepancy indicates attention should be devoted to (a) institutional administrative/educational supports, (b) faculty development around feedback/assessment, and (c) resident development to foster ownership of their learning and familiarity with CBE.

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Educational consultants: fostering an innovative implementation of competency‐based medical education

Cited by 4 publications

References 1 publication

Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula

Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula

Assessment of Studies Evaluating Spinal Manipulative Therapy and Infectious Disease and Immune System Outcomes

Perceptions and barriers to competency‐based education in Canadian postgraduate medical education

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