Ready, set, go! Evaluating readiness to implement competency-based medical education

Datos Bibliográficos

ID21447338
AutoresWarren J Cheung (0000-0002-2730-8190, University of Ottawa, autor de correspondencia), Andrew K Hall (0000-0003-1227-5397, University of Ottawa), Alexandra Skutovich (0000-0003-2238-3148, Royal College of Physicians and Surgeons of Canada), Stacey Brzezina (0000-0003-4629-4676, Royal College of Physicians and Surgeons of Canada), Timothy R Dalseg (0000-0003-0208-4925, Royal College of Physicians and Surgeons of Canada), Anna Oswald (0000-0002-3510-4294, Royal College of Physicians and Surgeons of Canada), Lara J Cooke (0000-0001-5417-571X, Royal College of Physicians and Surgeons of Canada), Elaine Van Melle (0000-0001-5060-6527, Royal College of Physicians and Surgeons of Canada), Stanley J Hamstra (0000-0002-0680-366X, University of Toronto), Jason R Frank (0000-0002-6076-0146, University of Ottawa)
Año2022
Volumen44
Número8
Páginas886-892
Fecha de publicación2022-08-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaMedical Teacher (JOURNAL)
Identificadores de la revistaISSN: 0142-159X • E-ISSN: 1466-187X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2022.2041585
PMID36083123
OpenAlexW4220822351
IdiomaEN
Citas recibidas1
Referencias citadas29

PURPOSE: Organizational readiness is critical for successful implementation of an innovation. We evaluated program readiness to implement Competence by Design (CBD), a model of Competency-Based Medical Education (CBME), among Canadian postgraduate training programs. METHODS: framework of organizational readiness and addressed: program motivation, general capacity for change, and innovation-specific capacity. An overall readiness score was calculated. An ANOVA was conducted to compare overall readiness between disciplines. RESULTS: = 79). The mean overall readiness score was 74% (30-98%). There was no difference in scores between disciplines. The majority of respondents agreed that successful implementation of CBD was a priority (74%), and that their leadership (94%) and faculty and residents (87%) were supportive of change. Fewer perceived that CBD was a move in the right direction (58%) and that implementation was a manageable change (53%). Curriculum mapping, competence committees and programmatic assessment activities were completed by >90% of programs, while <50% had engaged off-service disciplines. CONCLUSION: Our study highlights important areas where programs excelled in their preparation for CBD, as well as common challenges that serve as targets for future intervention to improve program readiness for CBD implementation

Competence (human resources) · Curriculum · Medical education · Pedagogy · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Psychology · Simulation-Based Education in Healthcare