Transitioning to competency-based medical education: impact of educational interventions on resident understanding

Abstract

In this paper, we describe our efforts to improve resident understanding of Competency-Based Medical Education (CBME) in an Internal Medicine residency program that launched CBME earlier than most of the country's programs. We also share the resources we have developed to address this issue with the intent of helping other programs have a successful launch.

The Impact on Peer Mentorship After Implementation of a Competency-Based Residency Curriculum in Canadian Radiation Oncology Training Programs

“…This delay may reduce the willingness and receptiveness of staff to complete EPAs, particularly if completing it is perceived to be time-consuming, burdensome, and disruptive to clinical workflow - all of which have been described in both RO and other specialties functioning under CBD. 40 , 41 , 42 , 43 One possible solution would be to increase the number of EPAs senior residents are allowed to complete for junior residents as the sole assessor. This would reduce the time burden for staff and allow residents in their transition to practice training stage to engage in formative assessments and coaching skills themselves.…”

Exploring residents’ perceptions of competency-based medical education across Canada: A national survey study

“…However, although educational scholars have written extensively about CBME, there remains a gap in the literature examining resident perspectives 6 , 7 . CBME literature has focused on examining the impact of educational interventions on residents’ understanding of the process and purpose 8 , or utilizing qualitative methodology 9 . Additional areas of focus include understanding residents’ perceptions specific to assessment 10 , 11 .…”