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Exploring Faculty Perceptions of Competency-Based Medical Education and Assessing Needs for Implementation in Obstetrics and Gynaecology Residency

Published:December 25, 2019DOI:https://doi.org/10.1016/j.jogc.2019.10.034

      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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