P-OBS-JM-032 Rates of Gonorrhea and Chlamydia Testing Among Pregnant Women Presenting for Prenatal Care

Abstract

Objectives: The move by the Royal College to Competency By Design (CBD) will change how both trainee and practicing obstetrician/ gynaecologists teach and learn, with increased assessment of competence and feedback for improvement. With the increasing role of community clinicians in trainee education a significant proportion of SOGC members will need to develop Competency-Based Medical Education (CBME) skills. Our objective was to characterize faculty readiness for CBD to inform the development of appropriate faculty development initiatives in preparation for the transition to CBD. Study Methods: An online "Needs Assessment" survey in English and French was sent to community and academic obstetrician/ gynaecologists across Canada to explore (1) current assessment challenges; (2) perceived benefits/challenges of CBME; (3) faculty familiarity with assessment tools; (4) perceived faculty development needs and their relative priority. To augment this data , at the 2015 APOG AGM, we conducted a focus group of interested faculty to explore perceived benefits, concerns, and limitations of CBD. Data were aggregated to inform faculty development needs. Results: (1) Faculty feel that time and resources are needed to allow for direct observation, assessment and feedback; (2) CBME is generally viewed positively but is not well understood; (3) There is need for improved understanding of (a) CanMEDS 2015, especially the Intrinsic Roles (b) assessment tools/schemas; (c) techniques of feedback especially with regard to the resident-in-difficulty; (4) simple electronic assessment platforms. Interestingly, differences exist between English and French respondents with respect to assessment and feedback. Conclusion: These data will help inform/prioritize the construction of faculty development resources.