Exploring Change After Implementation of Family Medicine Residency Curriculum Reform

Zhang, Peter Z; Hamza, Deena M.; Ross, Shelley; Oandasan, Ivy

doi:10.22454/fammed.2019.427722

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…Of the studies, 37% ( n = 14) utilized multi methods [ 10 , 28 – 30 , 32 , 34 , 35 , 37 , 38 , 41 , 48 , 52 , 56 , 59 ]. Furthermore, 7.8% ( n = 3) of the studies reported the nature of the tool, for example, quantitative or qualitative, without specifying the exact tool utilized [ 57 , 60 ].…”

Section: Resultsmentioning

confidence: 99%

“…The 38 studies that met the inclusion criteria were published between 2010 and 2021, and the majority (15%; n = 6) were published in 2019. The studies represented the following countries: Canada (37%, n = 14) [10,11,[28][29][30][31][32][33][34][35][36][37][38][39], USA (27.5%, n = 11) [40][41][42][43][44][45][46][47][48][49][50], Australia (5%, n = 2) [51,52], China (5%, n = 2) [53,54], Dutch Caribbean islands (2.5%, n = 1) [55], Germany (2.5%, n = 1) [56], Guatemala (2.5%, n = 1) [57], Korea (2.5%, n = 1) [58], the Netherlands (2.5%, n = 1) [59], New Zealand (2.5%, n = 1) [60], The Republic of Haiti (2.5%, n = 1) [61], Turkey (2.5%, n = 1) [62], and the region of West Africa (2.5%, n = 1) [63].…”

Section: Findings Of the Included Studiesmentioning

confidence: 99%

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Evaluating competency-based medical education: a systematized review of current practices

Alharbi

2024

BMC Med Educ

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Background Few published articles provide a comprehensive overview of the available evidence on the topic of evaluating competency-based medical education (CBME) curricula. The purpose of this review is therefore to synthesize the available evidence on the evaluation practices for competency-based curricula employed in schools and programs for undergraduate and postgraduate health professionals. Method This systematized review was conducted following the systematic reviews approach with minor modifications to synthesize the findings of published studies that examined the evaluation of CBME undergraduate and postgraduate programs for health professionals. Results Thirty-eight articles met the inclusion criteria and reported evaluation practices in CBME curricula from various countries and regions worldwide, such as Canada, China, Turkey, and West Africa. 57% of the evaluated programs were at the postgraduate level, and 71% were in the field of medicine. The results revealed variation in reporting evaluation practices, with numerous studies failing to clarify evaluations’ objectives, approaches, tools, and standards as well as how evaluations were reported and communicated. It was noted that questionnaires were the primary tool employed for evaluating programs, often combined with interviews or focus groups. Furthermore, the utilized evaluation standards considered the well-known competencies framework, specialized association guidelines, and accreditation criteria. Conclusion This review calls attention to the importance of ensuring that reports of evaluation experiences include certain essential elements of evaluation to better inform theory and practice.

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Section: Resultsmentioning

confidence: 99%

Section: Findings Of the Included Studiesmentioning

confidence: 99%

Evaluating competency-based medical education: a systematized review of current practices

Alharbi

2024

BMC Med Educ

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“…The objective of the curriculum was to prepare and train family medicine (FM) residents to be competent to enter and adapt to the independent practice of comprehensive family medicine anywhere in Canada [ 4 ]. The Triple C curriculum is designed to foster an environment enabling learners to acquire FM-specific competencies through learning experiences provided in FM contexts [ 5 ]. The curriculum promotes training environments that are C omprehensive, allow for C ontinuity, and are C entered in FM [ 4 ] The transition from time-based to competency-based education was intended to teach and assess the specific competencies needed for practice [ 6 ], with the achievement of key milestones during and at the end of residency training [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

“…The Triple C curriculum is designed to foster an environment enabling learners to acquire FM-specific competencies through learning experiences provided in FM contexts [ 5 ]. The curriculum promotes training environments that are C omprehensive, allow for C ontinuity, and are C entered in FM [ 4 ] The transition from time-based to competency-based education was intended to teach and assess the specific competencies needed for practice [ 6 ], with the achievement of key milestones during and at the end of residency training [ 5 ]. The 2-year length of training remained the same despite demographic changes, patient and societal expectations, medical advances, and new technologies, which have contributed to the demanding and complex role of FPs.…”

Section: Introductionmentioning

confidence: 99%

Are early career family physicians prepared for practice in Canada? A qualitative study

Aggarwal

Abdelhalim

2023

BMC Med Educ

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Background In Canada, the College of Family Physicians of Canada (CFPC) introduced Competency Based Medical Education to prepare and train family medicine residents to be competent to enter and adapt to the independent practice of comprehensive family medicine. Despite its implementation, the scope of practice is narrowing. This study aims to understand the degree to which early career Family Physicians (FPs) are prepared for independent practice. Method A qualitative design was used for this study. A survey and focus groups were conducted with early-career FPs who completed residency training in Canada. The survey and focus groups examined the degree of preparedness of early career FPs in relation to 37 core professional activities identified by the CFPC’s Residency Training Profile. Descriptive statistics and qualitative content analysis were conducted. Results Seventy-five participants from across Canada participated in the survey, and 59 participated in the focus groups. Early career FPs reported being well prepared to provide continuous and coordinated care for patients with common presentations and deliver various services to different populations. FPs were also well prepared to manage the electronic medical record, participate in team-based care, provide regular and after-hours coverage, and assume leadership and teaching roles. However, FPs reported being less prepared for virtual care, business management, providing culturally safe care, delivering specific services in emergency care hospitals, obstetrics, self-care, engaging with the local communities, and conducting research activities. Conclusions Early career FPs do not feel fully prepared for practice in all 37 core activities in the Residency Training Profile. As part of the introduction of the three-year program by the CFPC, the postgraduate family medicine training should consider providing more exposure to learning opportunities and developing curricula in the areas where FPs are unprepared for practice. These changes could facilitate the production of a FP workforce better prepared to manage the dynamic and complex challenges and dilemmas faced in independent practice.

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Government policies targeting primary care physician practice from 1998-2018 in three Canadian provinces: A jurisdictional scan

McKay¹,

Lavergne²,

Lea³

et al. 2022

Health Policy

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Exploring Change After Implementation of Family Medicine Residency Curriculum Reform

Cited by 4 publications

References 12 publications

Evaluating competency-based medical education: a systematized review of current practices

Evaluating competency-based medical education: a systematized review of current practices

Are early career family physicians prepared for practice in Canada? A qualitative study

Government policies targeting primary care physician practice from 1998-2018 in three Canadian provinces: A jurisdictional scan

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