Competency-Based Medical Education in Canadian Radiation Oncology Residency Training: an Institutional Implementation Pilot Study.
CBD
CBME
Competency-based medical education
Implementation pilot
Radiation oncology
Journal
Journal of cancer education : the official journal of the American Association for Cancer Education
ISSN: 1543-0154
Titre abrégé: J Cancer Educ
Pays: England
ID NLM: 8610343
Informations de publication
Date de publication:
02 2023
02 2023
Historique:
accepted:
24
10
2021
pubmed:
4
12
2021
medline:
24
1
2023
entrez:
3
12
2021
Statut:
ppublish
Résumé
Canadian radiation oncology (RO) residency programs transitioned to a competency-based medical education (CBME) training model named Competence by Design (CBD) in July 2019. Prior to this, CBD was piloted in a single RO training program to characterize assessment completion and challenges of implementation. Six residents and seven staff participated in a mixed-methods study and were oriented to CBD. Four Entrustable Professional Activities were assessed over a 4-week-long block and documented using online assessment forms. Anonymized assessments were analyzed to characterize completion. Post-pilot surveys were completed by 4/6 residents and 5/7 staff. Semi-structured post-pilot focus groups were conducted with all residents. Assessments were requested and documented on a weekly basis. Narrative comments were found in 68.1% of assessments, of which 26.7% described specific examples of observed competence or recommendations for improvement. Three of five staff believed that assessments have a negative impact on clinical workflow. Three themes were identified: (1) direct observation is the most challenging aspect of CBD to implement; (2) feedback content can be improved; and (3) staff attitude, clinical workflow, and inaccessibility of assessment forms are the primary barriers to completing assessments. This study demonstrates that CBD assessments can be completed regularly in an outpatient radiation oncology setting and that implementation challenges include improving feedback quality, promoting direct observation, and continuing faculty development to improve perceptions of this assessment model. Further study is required to identify best practices and expectations for the discipline in the era of CBME.
Identifiants
pubmed: 34859361
doi: 10.1007/s13187-021-02112-0
pii: 10.1007/s13187-021-02112-0
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
274-284Informations de copyright
© 2021. The Author(s) under exclusive licence to American Association for Cancer Education.
Références
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