What's New in 10 Years? A Revised Cardiothoracic Curriculum for Diagnostic Radiology Residency with Goals and Objectives Related to General Competencies

Nguyen, Elsie T.; Ackman, Jeanne B.; Rajiah, Prabhakar; Little, Brent P.; Wu, Carol C.; Bueno, Juliana; Gilman, Mathew D.; Christensen, Jared D.; Madan, Rachna; Laroia, Archana; Lee, Christopher; Kanne, Jeffrey P.; Collins, Jannette

doi:10.1016/j.acra.2016.01.022

Cited by 7 publications

(2 citation statements)

References 4 publications

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“…21 Other examples of milestone-based curricular development include guidelines put forth for breast imaging and cardiothoracic imaging instruction. 22,23 Discrepancy rates between resident preliminary reports and subsequent faculty reports have also been used as benchmarks to evaluate and standardize resident performance by year of training and modality. 24 -26 In this way, students above the average discrepancy rate of their year or a specific modality are identified for individualized remediation programs.…”

Section: Discussionmentioning

confidence: 99%

Creating a Competency-Based Medical Education Curriculum for Canadian Diagnostic Radiology Residency (Queen’s Fundamental Innovations in Residency Education)—Part 1: Transition to Discipline and Foundation of Discipline Stages

et al. 2020

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Purpose: The Royal College of Physicians and Surgeons of Canada (RCPSC) has mandated the transition of postgraduate medical training in Canada to a competency-based medical education (CBME) model divided into 4 stages of training. As part of the Queen’s University Fundamental Innovations in Residency Education proposal, Queen’s University in Canada is the first institution to transition all of its residency programs simultaneously to this model, including Diagnostic Radiology. The objective of this report is to describe the Queen’s Diagnostic Radiology Residency Program’s implementation of a CBME curriculum. Methods: At Queen’s University, the novel curriculum was developed using the RCPSC’s competency continuum and the CanMEDS framework to create radiology-specific entrustable professional activities (EPAs) and milestones. In addition, new committees and assessment strategies were established. As of July 2015, 3 cohorts of residents (n = 9) have been enrolled in this new curriculum. Results: EPAs, milestones, and methods of evaluation for the Transition to Discipline and Foundations of Discipline stages, as well as the opportunities and challenges associated with the implementation of a competency-based curriculum in a Diagnostic Radiology Residency Program, are described. Challenges include the increased frequency of resident assessments, establishing stage-specific learner expectations, and the creation of volumetric guidelines for case reporting and procedures. Conclusions: Development of a novel CBME curriculum requires significant resources and dedicated administrative time within an academic Radiology department. This article highlights challenges and provides guidance for this process.

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Section: Discussionmentioning

confidence: 99%

Creating a Competency-Based Medical Education Curriculum for Canadian Diagnostic Radiology Residency (Queen’s Fundamental Innovations in Residency Education)—Part 1: Transition to Discipline and Foundation of Discipline Stages

et al. 2020

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“…We have included two review articles, both of which have links to more in-depth online components. In the first article, Nguyen et al outline an updated curriculum for cardiothoracic imaging (14) to help programs prepare residents for the new core examination, whereas in the second Richardson shares how to automate academic tasks, and hence improve efficiency in practice (15).…”

mentioning

confidence: 99%