Unexpected result of competency-based medical education: 9-year application trends to enhanced skills programs by family medicine residents at a single institution in Canada

Binczyk, Natalia M.; Бабенко, Оксана; Schipper, Shirley; Ross, Shelley

doi:10.1080/14739879.2019.1573108

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…year) and later outcomes (e.g., likelihood of remediation required, 11 likelihood of completing areas of specific enhanced competency). 12 Program leaders might harness the power of ongoing program evaluation or quality improvement, and that under our national research ethics policy (Tri-council Policy Statement 2), 13 these efforts are usually deemed exempt from research ethics processes. As such, measuring the more accessible and top-rated short-term outcomes is both necessary and pragmatic for robust program improvement.…”

Section: Cjem • Jcmumentioning

confidence: 99%

Outcomes in the age of competency-based medical education: Recommendations for emergency medicine training in Canada from the 2019 symposium of academic emergency physicians

Chan

Paterson

Hall

et al. 2020

CJEM

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ObjectivesThe national implementation of competency-based medical education (CBME) has prompted an increased interest in identifying and tracking clinical and educational outcomes for emergency medicine training programs. For the 2019 Canadian Association of Emergency Physicians (CAEP) Academic Symposium, we developed recommendations for measuring outcomes in emergency medicine training in the context of CBME to assist educational leaders and systems designers in program evaluation.MethodsWe conducted a three-phase study to generate educational and clinical outcomes for emergency medicine (EM) education in Canada. First, we elicited expert and community perspectives on the best educational and clinical outcomes through a structured consultation process using a targeted online survey. We then qualitatively analyzed these responses to generate a list of suggested outcomes. Last, we presented these outcomes to a diverse assembly of educators, trainees, and clinicians at the CAEP Academic Symposium for feedback and endorsement through a voting process.ConclusionAcademic Symposium attendees endorsed the measurement and linkage of CBME educational and clinical outcomes. Twenty-five outcomes (15 educational, 10 clinical) were derived from the qualitative analysis of the survey results and the most important short- and long-term outcomes (both educational and clinical) were identified. These outcomes can be used to help measure the impact of CBME on the practice of Emergency Medicine in Canada to ensure that it meets both trainee and patient needs.

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Section: Cjem • Jcmumentioning

confidence: 99%

Outcomes in the age of competency-based medical education: Recommendations for emergency medicine training in Canada from the 2019 symposium of academic emergency physicians

Chan

Paterson

Hall

et al. 2020

CJEM

View full text Add to dashboard Cite

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Association Between Family Medicine Residents’ Mindsets and In-Training Exam Scores

Sloychuk

Szafran

Duerksen

et al. 2020

PRiMER

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Introduction: In medical practice, a mastery mindset is important for engaging in lifelong learning. The objective of this study was to examine the association between family medicine residents’ scores on mindset measures and their performance on in-training examinations (ITE). Methods: This was a secondary data analysis of a cohort of family medicine residents. Following ethics approval, residents’ ITE scores from each of the 2 years of residency were linked with residents’ responses to a mindsets survey that they had taken at the midpoint of residency training. Multiple regression analysis was used to investigate the relationship between residents’ mindset scores and their ITE scores. Of 85 residents, 46 (54%) had complete data for the three data collection points. Results: Residents’ ITE scores in year 1 were most predictive of their ITE scores in year 2 (β=0.72; P<.001). Mastery mindset scores were negatively associated with residents’ performance on the ITE in year 2 (β=-0.29; P=.004). Conclusion: While the observed negative relationship between residents’ mastery mindset scores and their ITE performance may be disconcerting, it is not surprising. In clinical settings, residents are individually coached by preceptors and provided with specific, actionable feedback to support their learning. With respect to formative assessments, residents likely require explicit training on how to use their assessment results (ITE scores) to support their self-directed learning. This finding has practical implications for residency programs in using ITEs as formative assessments.

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Evaluation of a National Competency-Based Assessment System in Emergency Medicine: A CanDREAM Study

Thoma

Hall

Clark

et al. 2020

Journal of Graduate Medical Education

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Background In 2018, Canadian postgraduate emergency medicine (EM) programs began implementing a competency-based medical education (CBME) assessment program. Studies evaluating these programs have focused on broad outcomes using data from national bodies and lack data to support program-specific improvement. Objective We evaluated the implementation of a CBME assessment program within and across programs to identify successes and opportunities for improvement at the local and national levels. Methods Program-level data from the 2018 resident cohort were amalgamated and analyzed. The number of entrustable professional activity (EPA) assessments (overall and for each EPA) and the timing of resident promotion through program stages were compared between programs and to the guidelines provided by the national EM specialty committee. Total EPA observations from each program were correlated with the number of EM and pediatric EM rotations. Results Data from 15 of 17 (88%) programs containing 9842 EPA observations from 68 of 77 (88%) EM residents in the 2018 cohort were analyzed. Average numbers of EPAs observed per resident in each program varied from 92.5 to 229.6, correlating with the number of blocks spent on EM and pediatric EM (r = 0.83, P < .001). Relative to the specialty committee's guidelines, residents were promoted later than expected (eg, one-third of residents had a 2-month delay to promotion from the first to second stage) and with fewer EPA observations than suggested. Conclusions There was demonstrable variation in EPA-based assessment numbers and promotion timelines between programs and with national guidelines.

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Unexpected result of competency-based medical education: 9-year application trends to enhanced skills programs by family medicine residents at a single institution in Canada

Cited by 3 publications

References 5 publications

Outcomes in the age of competency-based medical education: Recommendations for emergency medicine training in Canada from the 2019 symposium of academic emergency physicians

Outcomes in the age of competency-based medical education: Recommendations for emergency medicine training in Canada from the 2019 symposium of academic emergency physicians

Association Between Family Medicine Residents’ Mindsets and In-Training Exam Scores

Evaluation of a National Competency-Based Assessment System in Emergency Medicine: A CanDREAM Study

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