Review
Veterinary Sciences
Kristin P. Chaney, Jennifer L. Hodgson
Summary: In recent years, veterinary education has been transitioning to competency-based models, inspired by medical education. Implementing competency-based veterinary education is important but challenging, and maintaining educational quality is crucial during the implementation process.
FRONTIERS IN VETERINARY SCIENCE
(2021)
Article
Education & Educational Research
Jane McKenzie-White, Aloysius G. Mubuuke, Sara Westergaard, Ian G. Munabi, Robert C. Bollinger, Robert Opoka, Scovia N. Mbalinda, David Katete, Yukari C. Manabe, Sarah Kiguli
Summary: This study evaluated whether the assessment methods within the MBChB curriculum at Makerere University College of Health Sciences addressed the stated competencies. The study found that CBME was successfully implemented, with almost all established competencies being assessed. Faculty members acknowledged the importance of CBME but expressed the need for further training to improve the implementation of competency-based assessments.
BMC MEDICAL EDUCATION
(2022)
Article
Veterinary Sciences
Jared A. Danielson
Summary: This perspective explores six key assumptions of a competency-based approach to medical-sciences education, as they relate to veterinary medical education. While available research does not unequivocally support all six assumptions, overall the potential benefits of adopting a competency-based approach seem promising for veterinary medical education.
FRONTIERS IN VETERINARY SCIENCE
(2021)
Article
Education, Scientific Disciplines
Michael S. Ryan, William Iobst, Eric S. Holmboe, Sally A. Santen
Summary: The study investigates the alignment between CBME frameworks used in undergraduate medical education (UME) and graduate medical education (GME) settings in the US. It highlights the challenges of creating alignment in assessment frameworks across the continuum of training and suggests four next steps to improve educational continuity.
Article
Education & Educational Research
Patricia A. Carney, Stefanie S. Sebok-Syer, Martin V. Pusic, Colleen C. Gillespie, Marjorie Westervelt, Mary Ellen J. Goldhamer
Summary: Graduate medical education and Clinical Competency Committees are using competency-based medical education principles to monitor trainee progression, but evidence suggests that CCCs are not meeting this goal effectively. Challenges include incomplete and conflicting evaluation data, as well as difficulties organizing, analyzing, and integrating data elements. Learning analytics have the potential to improve CCC decision making, but their use is not widespread.
MEDICAL EDUCATION ONLINE
(2023)
Article
Education, Scientific Disciplines
Warren J. Cheung, Andrew K. Hall, Alexandra Skutovich, Stacey Brzezina, Timothy R. Dalseg, Anna Oswald, Lara J. Cooke, Elaine Van Melle, Stanley J. Hamstra, Jason R. Frank
Summary: This study evaluated the readiness of Canadian postgraduate training programs to implement Competence by Design (CBD), a model of Competency-Based Medical Education (CBME). The majority of respondents were supportive of successful CBD implementation, but there were also challenges that need to be addressed for future improvement.
Article
Education, Scientific Disciplines
Daniel J. Schumacher, Benjamin Kinnear, Carol Carraccio, Eric Holmboe, Jamiu O. Busari, Cees van der Vleuten, Lorelei Lingard
Summary: High-value care is not often delivered in healthcare, but medical education can provide the spark for change by embracing competency-based medical education (CBME) and centering the patient. The authors argue that medical educators must adopt a new approach, treat CBME as an adaptive challenge, and prioritize genuine engagement and discussion.
Article
Radiology, Nuclear Medicine & Medical Imaging
Andrew D. Chung, Benjamin Y. M. Kwan, Natalie Wagner, Heather Braund, Tessa Hanmore, Andrew Koch Hall, Laura McEwan, Nancy Dalgarno, Jeffrey Damon Dagnone
Summary: The study evaluated the Queen's University diagnostic radiology residency program after transitioning to a competency-based medical education (CBME) curriculum using Rapid Evaluation methodology. Strengths of CBME implementation included more frequent and timely feedback and the role of the Academic Advisor, but frontline faculty felt unsupported in theory and practical implementation of the new curriculum. Improvement areas identified were additional faculty and resident education workshops and changes to assessment tools for increased clarity. Residents overall viewed the changes favorably, with a desire for increased feedback among traditional stream residents.
EUROPEAN JOURNAL OF RADIOLOGY
(2022)
Article
Education, Scientific Disciplines
Jolanta Karpinski, Jason R. Frank
Summary: EPAs have become an important framework for competency-based medical education, and the authors describe how they created a unique system for all accredited training programs under the Royal College of Physicians and Surgeons of Canada. Others looking to implement EPAs for large-scale health professions education systems may want to consider this design approach.
Review
Education, Scientific Disciplines
Angela R. Schneider, Tejeswin Sharma, Anindita Bhattacharya, Allison Brown
Summary: This narrative review investigated the relationship between social accountability (SA) and competency-based medical education (CBME). Three main descriptions of the relationship were identified: CBME as a driver for SA, CBME as a mechanism for enhancing medical training to meet SA standards, and CBME as a tool to measure SA through measurable outcomes data.
Article
Education & Educational Research
Nadia Badrawi, Somaya Hosny, Lamis Ragab, Mona Ghaly, Bassem Eldeek, Ahmed F. Tawdi, Ahmed M. Makhlouf, Zeinab N. A. Said, Lamiaa Mohsen, Amira H. Waly, Yasser El-Wazir
Summary: Medical educators have been striving to bridge the gap between medical practice and community expectations by adopting competency-based medical education as a strategy. In 2017, Egypt mandated medical schools to change their curricula to comply with revised national academic reference standards, along with altering the timeline of medical programs. Implementing this reform posed challenges, further compounded by the restrictions caused by the COVID-19 pandemic. This article discusses the rationale, steps, challenges, and strategies employed in the reform process.
BMC MEDICAL EDUCATION
(2023)
Review
Education, Scientific Disciplines
Navdeep S. Sidhu, Kara J. Allen, Nina Civil, Charlotte S. H. Johnstone, Maggie Wong, Jennifer A. Taylor, Katherine Gough, Maurice Hennessy
Summary: This study identified distinct competency domains for educators in healthcare, providing guidance for the development and evaluation of competency frameworks.
Article
Education & Educational Research
Jonathan Sherbino, Glenn Regehr, Kelly Dore, Shiphra Ginsburg
Summary: This study demonstrates the heterogeneity in defining CBME among Canadian key opinion leaders, with most participants struggling to identify the philosophy or theory underpinning CBME. CBME is often defined by key operational practices, including work-based assessments and coaching relationships, addressing problems with current training models.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2021)
Article
Multidisciplinary Sciences
Christoper A. Alarcon-Ruiz, David R. Soriano-Moreno, Alvaro Taype-Rondan
Summary: This study describes the characteristics and topics covered in undergraduate evidence-based medicine (EBM) courses in Peruvian medical schools and compares them with predefined EBM competencies. The results show that few Peruvian universities offer EBM courses, and these courses have diverse characteristics and content.
Review
Education, Scientific Disciplines
Deena M. M. Hamza, Karen E. E. Hauer, Anna Oswald, Elaine van Melle, Zeenat Ladak, Ines Zuna, Mekdes E. E. Assefa, Gabrielle N. N. Pelletier, Meghan Sebastianski, Diana Keto-Lambert, Shelley Ross
Summary: This study aims to analyze the literature on competency-based medical education (CBME), providing a historical record and literature synthesis for the medical education research community to enhance understanding of CBME.
Review
Education, Scientific Disciplines
Ryan Brydges, Victoria A. Boyd, Walter Tavares, Shiphra Ginsburg, Ayelet Kuper, Melanie Anderson, Lynfa Stroud
Summary: The evidence base for assumptions about CBME is significant but mixed, with limited diversity in research designs and types of competencies studied. This review identifies tensions to resolve where evidence is mixed and research questions to ask where evidence is absent. Findings will help the community clarify assumptions about CBME, evaluate their value, and generate timely research questions to understand how and why CBME functions.
Article
Education, Scientific Disciplines
Morag Paton, Paula Rowland, Walter Tavares, Suzan Schneeweiss, Shiphra Ginsburg
Summary: The study explored the career pathways and scholarly engagement of CPD leaders and developers, revealing that becoming an expert in CPD planning and delivery is often unclear and undervalued. The field of CPD is perceived as lacking adequate time and funding, and there are challenges in identifying resources to support scholarly activities.
JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS
(2022)
Editorial Material
Education, Scientific Disciplines
Chris Watling, Shiphra Ginsburg, Lorelei Lingard
PERSPECTIVES ON MEDICAL EDUCATION
(2021)
Article
Education, Scientific Disciplines
Maxime Billick, James Rassos, Shiphra Ginsburg
Summary: This study found significant differences in the experiences of receiving feedback between male and female internal medicine residents. Women often faced conflicting feedback from different attendings, leading to self-censorship, which was rarely noted in men. Female residents in internal medicine integrate multiple forms of feedback to create the persona of a woman physician.
Article
Education & Educational Research
Shiphra Ginsburg, Lynfa Stroud, Meghan Lynch, Lindsay Melvin, Kulamakan Kulasegaram
Summary: This study examined gender differences in written comments of clinical teacher assessments. The results showed that male teachers were more likely to have the word "available" mentioned in the comments, and they received more positive emotion words. However, there were no significant differences based on the gender of the teachers themselves. The findings suggest that traditional gender roles may influence the comments written by the residents.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2022)
Article
Education & Educational Research
Stella L. Ng, Jeff Crukley, Ryan Brydges, Victoria Boyd, Adam Gavarkovs, Emilia Kangasjarvi, Sarah Wright, Kulamakan Kulasegaram, Farah Friesen, Nicole N. Woods
Summary: This study demonstrates experimentally that a specific critical pedagogical approach can make learners' subsequent talk more critically reflective, even when discussing similar topics. It offers important new options for studying the impacts of critical education, which have traditionally been challenging to evaluate.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2022)
Article
Education, Scientific Disciplines
Simon Haney, Paula Rowland, Shiphra Ginsburg
Summary: This study explores patients' perceptions of professional behavior in medical students and the potential roles patients can have in assessing professionalism. The findings reveal blind spots in previous research that focused on faculty and student perspectives. Understanding what patients value can help refine educational and assessment efforts to better align with their perspectives. This research lays the groundwork for including patients in the assessment of medical learners.
Editorial Material
Education, Scientific Disciplines
Rola Ajjawi, Paul E. S. Crampton, Shiphra Ginsburg, Gonzaga A. Mubuuke, Karen E. Hauer, Jan Illing, Karen Mattick, Lynn Monrouxe, Vishna Devi Nadarajah, Nu Viet Vu, Tim Wilkinson, Liz Wolvaardt, Jen Cleland
Article
Education, Scientific Disciplines
Victoria A. Boyd, Nikki N. Woods, Arno K. Kumagai, Anne A. Kawamura, Angela Orsino, Stella L. Ng
Summary: This study investigates the impact of dialogic learning on critically reflective practice compared to discussion-based learning. The results show that the probability of sentences and letters being critically reflective is significantly higher in the dialogic condition, indicating that dialogic learning helps students to engage in critically reflective practice when writing mock clinical letters.
Article
Education, Scientific Disciplines
Rose Hatala, Shiphra Ginsburg, Stephen Gauthier, Lindsay Melvin, David Taylor, Andrea Gingerich
Summary: This study focuses on how internal medicine supervisors conceptualize the entrustment of senior medical residents while supervising them on acute care wards. The findings suggest that supervisors entrust a particular scope of the senior resident role rather than individual tasks.
Article
Education, Scientific Disciplines
Christopher Watling, Jennifer Shaw, Emily Field, Shiphra Ginsburg
Summary: Peer review is challenging for research authors, but feedback can be effective by balancing threats and countermeasures. Autonomy and cultural normalization play important roles in responding to feedback.
Article
Education & Educational Research
Stella L. Ng, Jacquelin Forsey, Victoria A. Boyd, Farah Friesen, Sylvia Langlois, Kori Ladonna, Maria Mylopoulos, Naomi Steenhof
Summary: Adaptive expertise and reflective practice are two influential theories in professional expertise and practice. Combining them in health professions education can bring further benefits. This paper explores the need for AE and RP, their shared commitments, distinctive histories, and pedagogical possibilities. It also presents a case study in long-term care to demonstrate the potential impact of AE and RP in health professions education.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2022)
Article
Education, Scientific Disciplines
Alyssa Lip, Christopher J. Watling, Shiphra Ginsburg
Summary: This study investigates the optimal timing and mode of delivery for feedback from the perspective of both providers and receivers. Interviews with 16 internal medicine residents who have dual roles in providing and receiving feedback were conducted and analyzed using constructivist grounded theory. The results suggest that residents consider multiple factors, including their readiness, the learner's receptiveness, and the urgency of feedback delivery, when deciding on when and how to provide feedback. Face-to-face verbal feedback encourages dialogue but may be uncomfortable and limited by time constraints. Written feedback can be more honest and concise, and asynchronous delivery has the potential to overcome timing and discomfort issues.
PERSPECTIVES ON MEDICAL EDUCATION
(2023)
Article
Public, Environmental & Occupational Health
Patricia Thille, Thomas Abrams, Barbara E. Gibson
Summary: This study analyzed the objectification practices in a Canadian neuromuscular clinic for young people with muscular dystrophy. Through a close examination of 27 observed appointments, the researchers identified routine clinical assessments that embed a default orientation to intervene in people's lives. The study highlights how contesting visions for the present and future have consequential impacts on rehabilitation practice.
Article
Education & Educational Research
Andrew Perrella, Shiphra Ginsburg, Vicky Chau
Summary: This study assessed the comfort levels and learning needs of physical medicine and rehabilitation residents in geriatrics and identified critical geriatric educational priorities for the development of a geriatric rehabilitation curriculum. The findings highlighted areas of low comfort in knowledge and identified areas needing further curriculum support, such as gait assessment, falls, cognitive impairment, movement disorders, and polypharmacy.
GERONTOLOGY & GERIATRICS EDUCATION
(2022)