Student perspective on outcomes and process – Recommendations for implementing competency-based medical education

Storrar, Neill; Hope, David; Cameron, Helen

doi:10.1080/0142159x.2018.1450496

Cited by 20 publications

(14 citation statements)

References 29 publications

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“…Both forums discussed similar issues regarding the subjectivity in the structure of evaluations; specifically, that competencies are sometimes not well defined, leading to lack of a common understanding between trainees and assessors. This is in agreement with previous literature illustrating the lack of validity in some competency measurement tools used for evaluation and trainees’ interests in clear guidance on competencies and specific feedback that reduces ambiguity in expectations . However, our work reveals trainees’ perceptions around the role of interpersonal dynamics between trainees and educators as determinants of their final performance.…”

Section: Discussionsupporting

confidence: 91%

“…These concerns are similarly described in the literature, where experts and educators are concerned about the bureaucratic nature of CBME and its impact on shifting the focus of training from learning to ‘teaching to test’ the minimum standards . A study interviewing medical students about CBME similarly describes students’ motivation to learn beyond the minimum standards . Importantly, the development of EPAs allows a standardised approach for all trainees to achieve an appropriate level of competence in assigned clinical tasks, but does not necessarily limit one's training and exposure.…”

Section: Discussionmentioning

confidence: 99%

“…The current literature on CBME focuses heavily on expert opinions and there is limited information available on trainees’ perceptions of CBME. This is problematic as studies have illustrated that trainees’ and staff's views on several aspects of CBME are discordant . For example, trainees struggle to fully comprehend the language of a ‘milestone’ assessment and significant gaps exist between trainees and educators in understanding clinical competence …”

Section: Introductionmentioning

confidence: 99%

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Perceptions of competency‐based medical education from medical student discussion forums

2019

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Background Competency‐based medical education (CBME) is becoming widely implemented in medical education. Trainees’ perceptions of CBME are important factors in the implementation and acceptance of CBME. Online discussion groups allow unique insight into trainees’ perceptions of CBME during residency training. Methods We analysed 867 posts from 20 discussion threads in Premed 101 (Canadian) and 2756 posts from 50 threads in Student Doctor Network (SDN) (American) using NVivo 11. Inductive content analysis was used to develop a data‐driven coding scheme that evolved throughout the analysis. Measures were taken to ensure the trustworthiness of findings, including co‐coding of a subsample of 600 posts, peer debriefing, consensus‐based analytical decision making and the maintenance of an audit trial. Results Medical residents and students participating in the discussion forums emphasised select themes regarding the implementation of CBME in residency training. Concerns about CBME in Canada primarily involved its implications for the length of residency and post‐residency opportunities. Posts on the American forum had a prominent focus on differing areas, such as the subjectivity in the assessment of core competencies and the role of CBME in termination of a resident's position. Conclusions Online discussion groups have the potential to provide unique insight into perceptions of CBME. The presented concerns may have implications for refining the model of CBME and illustrate the importance of providing clarification for trainees regarding length of training and evaluation structures from those involved in designing of CBME programmes.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perceptions of competency‐based medical education from medical student discussion forums

2019

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“…Eventually, this could result in reduced patient safety. 10 Faculties are continuously improving their curricula, often made possible by financial support and combined efforts of the persons responsible for medical education, 6 usually comprising a few voluntary faculty staff as well as the dean of studies. For curriculum development, a standardized, evidence-based pathway should be chosen.…”

mentioning

confidence: 99%

Improving the Pharmacology Curriculum at a German Medical School: A Structured Plan Based on a Student‐Guided Large‐Scale Study

Steffen

Lenski

Herrmann

et al. 2019

The Journal of Clinical Pharma

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With rapid progress in medicine, a thorough understanding of pharmacology remains crucial. Currently, lecturers are implementing competencybased learning objectives in medical curricula around the world. Advancing teaching modalities need to be integrated into pharmacology courses in a reasonable way. At Ludwig-Maximilians-Universität (LMU) Munich Medical Faculty, a systematic evidence-based approach was used to modernize pharmacology classes. The needs assessment was conducted by final-year students. It included focus groups and a large-scale online survey, which was distributed among all medical students at LMU, with 1018 students participating (response rate 20%). Survey results showed that most of the students (92%) aimed to become pharmacology-adept doctors. Also, a majority (88%) stated that their goal was to understand the material most critical to application of pharmacology concepts as well as prescribing practice. Only 38% of the students reported satisfaction with the current curriculum, and 93% supported modernization. Thus far, pharmacology teaching at LMU Munich had mainly consisted of lectures attended by 200 students. Now, students advocated for a stronger integration of clinical pharmacology teaching into clinical subjects in the last 2 years of medical school. Specifically, they called for classes with smaller groups of students including problem-based learning as well as video podcasts. These results provided the foundation for change in curriculum at the LMU medical school. In conclusion, a structured approach for curriculum development that considers students' views is feasible and can reveal their actual goals and demands. The approach has proven successful at LMU Munich and is transferrable to other universities.

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“…Thus, the following question emerged: Are the students' perspectives ignored in designing curricula for current medical statistics courses as in other medical educational curriculum design? (8) Mules et al reported that medical statisticians dominate the design of statistics textbooks used to teach UK medical undergraduates without full consideration of the physicians who will actually use the statistical knowledge after graduation (2). Thus, there is a great need to explore the views of medical students and physicians regarding statistical training and curriculum, especially based on their actual requirement for statistics in daily medical practice.…”

Section: Introductionmentioning

confidence: 99%

A new method of teaching medical statistics at medical universities in Guangdong

Chen¹,

Ma²,

Cheng³

et al. 2019

Preprint

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Although statistics play a significant role in the medical profession, studying medical statistics is challenging because this topic is more difficult to comprehend than other subjects included in medical curricula. Therefore, improving the teaching of medical statistics to meet the requirements of modern medical students/physicians is an essential task. In this study, based on responses about studying medical statistics completed by medical students, we developed a novel approach to teaching medical statistics named "purpose, database, types of variable, and relationship between variables (PDTR)", which emphasizes how to simply master statistical applications and reduces class hours for students. Also, pilot course was implemented. We discovered that the participants using PDTR performed better on examinations of medical statistics than did graduates of institutions using traditional teaching methods (86.39±3.72 vs 73.72±6.58, P < 0.001). In addition, positive feedback was received by participants (>80%). Altogether, as a completely novel pedagogical method of teaching medical statistics, PDTR overcomes the negative attitudes of students towards medical statistics, enhances enthusiasm for learning statistics, and remarkably simplifies the process of studying statistical applications. These advantages are undoubtedly conductive to improving the effective use of medical statistics in physicians' professional work.

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Student perspective on outcomes and process – Recommendations for implementing competency-based medical education

Abstract: We present recommendations for those designing CBME curricula to emphasize the student perspective: what kind of guidance on outcomes is required, and features of process that must not be neglected if competence is to be achieved.

Cited by 20 publications

References 29 publications

Perceptions of competency‐based medical education from medical student discussion forums

Perceptions of competency‐based medical education from medical student discussion forums

Improving the Pharmacology Curriculum at a German Medical School: A Structured Plan Based on a Student‐Guided Large‐Scale Study

A new method of teaching medical statistics at medical universities in Guangdong

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