Abstract
Objective
The shift to competency-based medical education (CBME) is associated with changes
in the way residents are taught and assessed. Although there are many purported benefits
of CBME, an understanding of the preparedness of faculty to meet the needs of this
new paradigm is lacking. The aim of this study was to characterize faculty needs to
support the transition to CBME.
Methods
An online survey was designed with the aim of characterizing faculty understanding
of the principles of CBME and common trainee assessment methods, as well as exploring
barriers to the implementation of CBME in obstetrics and gynaecology residency programs
across Canada. The survey was sent to faculty across Canada in English and French.
Results
A total of 284 responses were collected between September 2015 and December 2016.
Although most faculty viewed CBME as a positive change, there were gaps in their knowledge
about CBME and workplace-based assessment methods. Barriers to the implementation
of CBME included lack of training in assessment of residents and feedback, financial
implications, and time constraints.
Conclusion
To facilitate the transition to CBME, institutions may need to consider establishing
faculty training programs and implementing systemic change aimed at addressing faculty
needs and barriers during this fundamental shift in the structure of residency training.
Résumé
Objectif
Le virage vers la formation médicale axée sur les compétences apporte son lot de changements
dans la façon d'enseigner aux résidents et de les évaluer. Quoiqu'il y ait de nombreux
présumés avantages à la formation médicale axée sur les compétences, on observe un
manque de compréhension relativement au degré de préparation du corps professoral
à répondre aux besoins de ce nouveau paradigme. L'objectif de cette étude était de
caractériser les besoins du corps professoral pour favoriser le virage vers la formation
médicale axée sur les compétences.
Méthodologie
Un sondage en ligne a été conçu dans le but de déterminer le degré de compréhension
du corps professoral relativement aux principes de la formation médicale axée sur
les compétences et de définir des méthodes d'évaluation communes des apprenants en
plus d'examiner les obstacles à la mise en œuvre de cette approche dans les programmes
de résidence en obstétrique et gynécologie d'un bout à l'autre du Canada. Le sondage
a été envoyé aux membres de corps professoraux de partout au Canada en anglais et
en français.
Résultats
Un total de 284 réponses ont été reçues pour la période de septembre 2015 à décembre
2016. Même si la plupart des membres de corps professoraux voient la formation médicale
axée sur les compétences comme un changement positif, ils accusent des lacunes quant
à leurs connaissances sur cette approche et les méthodes d'évaluation en milieu de
travail. Les obstacles à la mise en œuvre de la formation médicale axée sur les compétences
comprennent le manque de formation en matière d'évaluation des résidents et de rétroaction,
les répercussions financières et les contraintes de temps.
Conclusion
Pour faciliter la transition vers la formation médicale axée sur les compétences,
les établissements pourraient devoir envisager la mise en place de programmes de formation
destinés aux membres du corps professoral et la mise en œuvre de changements systémiques
pour répondre à leurs besoins et remédier aux obstacles pendant cette transformation
structurelle cruciale de la formation des résidents.
Keywords
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Article info
Publication history
Published online: December 25, 2019
Footnotes
Disclosures: The authors declare they have nothing to disclose.
Each author has indicated that they meet the journal's requirements for authorship.
All or parts of the data within this article have been presented at the Canadian Conference for Medical Education, the Society of Obstetricians and Gynaecologists of Canada Annual Clinical and Scientific Meeting, and the International Conference on Residency Education. This article represents a complete and holistic analysis of the data collected.
Identification
Copyright
© 2019 The Society of Obstetricians and Gynaecologists of Canada/La Société des obstétriciens et gynécologues du Canada. Published by Elsevier Inc. All rights reserved.
