Living in a World of Change

Bridging the Gap From Competency-Based Medical Education Theory to Practice in Canada

Bibliographic Data

ID21614075
AuthorsJeffrey Damon Dagnone (J.D. Dagnoneis associate professor of emergency medicine and competency-based medical education faculty lead, Queen’s University, Kingston, Ontario, Canada; ORCID:., corresponding author), Ming-Ka Chan (0000-0003-2989-7766, M.-K. Chanis associate professor and clinician educator of pediatrics and child health, University of Manitoba, Winnipeg, Manitoba, Canada.), Diane Meschino (D. Meschinois assistant professor, Department of Psychiatry, University of Toronto (Women’s College Hospital), Toronto, Ontario, Canada.), Diane de Camps Meschino (0000-0001-9480-2642, Women's College Hospital), Glen Bandiera (0000-0003-2291-7496, G. Bandierais professor of emergency medicine and associate dean of postgraduate medical education, University of Toronto, Toronto, Ontario, Canada.), Corry den Rooyen (0000-0001-5040-4386, C. den Rooyenis an educationalist and change manager, Utrecht, the Netherlands.), Anne Matlow (0000-0001-7879-2202, University of Toronto), Laura April McEwen (Queen's University), Laura McEwen (0000-0003-2457-5311, L. McEwenis director of assessment and evaluation for postgraduate medical education, Queen’s University, Kingston, Ontario, Canada.), Fedde Scheele (0000-0001-9593-257X, F. Scheeleis professor of health systems innovation and education, Athena Institute, VU University and Amsterdam UMC, and a practicing clinician, obstetrics and gynecology, OLVG Hospital, Amsterdam, the Netherlands.), Rhonda St Croix (R. St. Croixis change advisor, The Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada.)
Year2020
Volume95
Issue11
Pages1643-1646
Publication date2020-11-01
Open AccessNo
TypeARTICLE
VenueAcademic Medicine (JOURNAL)
Journal identifiersISSN: 1040-2446 • E-ISSN: 1938-808X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000003216
PMID32079931
OpenAlexW3008519444
LanguageEN
Citations received7
References cited20

Within graduate medical education, many educators are experiencing a climate of significant change. One transformation, competency-based medical education (CBME), is occurring simultaneously across much of the world, and implementation will require navigating numerous tensions and paradoxes. Successful transformation requires many types of power and is most likely to happen when the medical education community of professionals is engaged in designing, experimenting, acting, and sensemaking together. In this complex climate, the craft of change facilitators and community leaders is needed more than ever. National top-down policies and structures, while important, are not sufficient. The operationalization of new advances is best done when local leaders are afforded room to shape their local context. An evidence-based approach to thinking about the transformative change associated with CBME needs to be adopted. In this age of entrustment, 3 priorities are paramount: (1) engage, entrust, and empower professionals with increasing shared ownership of the innovation; (2) better prepare education professionals in leadership and transformational change techniques in the complex system of medical education; and (3) leverage the wider community of practice to maximize local CBME customization. These recommendations, although based largely on the Canadian experience, are intended to inform CBME transformation in any context

Craft · Medical education · Operationalization · Pedagogy · Political science · Public relations · Sociology · Transformational leadership · Transformative learning · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Psychology

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