Exploring the Benefits and Challenges of Competency Based ... · •review the results of the 2015...
Transcript of Exploring the Benefits and Challenges of Competency Based ... · •review the results of the 2015...
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Exploring the
Benefits and Challenges of
Competency Based Medical
Education (CBME) Implementation
Nicolette Caccia MD FRSCS MEd Department of Obstetrics & Gynaecology, University of Toronto
Department of Obstetrics & Gynaecology, McMaster University
Department of Obstetrics & Gynaecology, Queens University
Filomena Meffe MD FRSCS MSc Department of Obstetrics & Gynaecology, University of Toronto
University of Toronto Department of Obstetrics & Gynaecology Faculty Development Day Workshop Nov 11 2015
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Learning Objectives
• review the results of the 2015
Departmental CBME Needs Assessment
• examine the perceived benefits and
challenges of CBME implementation
• evaluate these challenges in the various
clinical care areas
• develop suggestions to address these
challenges
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Hours per week with residents
< 4 hrs/wk
4-8 hrs/wk
8-16 hrs/wk
> 16 hrs/wk
Demographics Site of Practice
Academic
Community
Both
Time in
Practice
< 3 years
3-5 years
6-10 years
11-20 years
> 20 years
Other
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Assessment Techniques
Providing Feedback
Techniques of Direct Observation
I have adequate training in:
Strongly disagree/Disagree
Neutral
Agree/Strongly agree
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I have enough time to allow for:
Strongly disagree/Disagree Neutral Agree/Strongly agree
OR L+D Clinic Ward
Observation
Assessment
Feedback
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I am familiar with:
Strongly disagree/Disagree Neutral Agree/Strongly agree
CanMEDS (2005) CanMEDS 2015
CBME CBME Ob Gyn is to be implemented by 2019
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Assessment of Resident Competence:
Strongly disagree/Disagree
Neutral
Agree/Strongly agree
Able to Assess Competence
Effective Tools to Assess Competence
Have clear idea of competence on starting
Helpful to know trainee’s competence …
Able to identify resident-in-difficulty in a timely fashion
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Familiarity with Assessment Tools:
Strongly disagree/Disagree Neutral Agree/Strongly agree
Written Test
Structured Oral Exam
OSCE Standardized
Patients Simulation
Encounter Card
Logbook Portfolio
Mini-CEX
360s OSATS
OSPRE Rubrics Script
Concordance Test
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Much/Somewhat worse than present Same as present
Somewhat/Much better than present Don't have enough information
CBME will affect our ability to: Assess
Residents
Educate Residents
Assess Competency
Give Positive Feedback
Identify Resident-in-difficulty In Timely Fashion
Justify Resident Failure
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Implementation of CBME will affect: OR L+D Clinic Ward
# Patients Booked
Residents Supervision
Residents Interaction
Strongly Disagree/Disagree Neutral Agree/Strongly Agree Don’t have enough information
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Perceived barriers to negative feedback:
Unsure/Not importantSlightly/Somewhat importantVery important/Of ultimate importanceDon't have enough information
Feedback Too Infrequent
Lack Of Time To Give Feedback
Assessment Tools Do Not Have Useful Descriptors
Negative Feedback Won’t Make A Difference
Concern About Resident's Feelings
Concern With Having Difficulty Working With
Resident In Future
Concern About Lower TES
Fear of Personal Repercussions
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Perceived Faculty Development Needs:
Unsure/Not important Slightly/Somewhat importantVery important/Of ultimate importance Don't have enough information
Strategies to IDENTIFY
resident-in-difficulty
Giving FORMATIVE FEEDBACK to resident-in-difficulty
Understanding of different ASSESSMENT TOOLS
Understanding of the USE OF ASSESSMENT
TOOLS IN CBME
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Perceived Faculty Development Needs:
Unsure/Not important Slightly/Somewhat importantVery important/Of ultimate importance Don't have enough information
Understanding CanMEDS Basics
CanMEDS Medical Expert
CanMEDS Non-Medical Expert
Information about how OTHER OBGYN programs are implementing CBME
Information about how OTHER DISCIPLINES
are implementing CBME
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Perceived Faculty Development Needs:
Unsure/Not important Slightly/Somewhat importantVery important/Of ultimate importance Don't have enough information
Understanding how CBME will affect my
CLINICAL PRACTICE
Understanding how CBME will alter my
RESPONSIBILITIES AS A TEACHER
Understanding MY ROLE in the implementation of CBME over
the next 4 years
Understanding how CBME may change the RESIDENCY PROGRAM goals and …
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Summary of Findings
• Faculty are aware that: – CBME is coming – time for assessment and feedback will need to be built in – most changes will be in clinic and on the ward
• Faculty willing to give feedback but need time, tools and education to do so
• Perceived Faculty Education Needs – CanMEDS intrinsic competencies – CanMEDS 2015 – Assessment tools – Assessment practices – Feedback techniques
• Faculty want to be kept informed & participate – especially as to how CBME will affect practice
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National Challenges • Development of:
– Electronic mobile friendly e-portfolio – Tools to assess CanMEDS 2015 – Bank of assessment tools
• Coordination of information about: – CBME initiatives in other ObGyn programs – Changes in residency program goals and
objectives – How CBME will affect our:
• clinical practice • teaching responsibilities and roles
• Information about faculty roles in the implementation of CBME
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Departmental Challenges
• Improving faculty understanding of – CBME – CanMEDS 2015 – assessment tools and their use – feedback techniques
• Restructuring of clinics and ward to allow
for assessment and feedback
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Change Management Schema
Incentives
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Steps to Change
Incentives
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Now it’s your turn
Each table will be given a departmental challenge
–Develop 1-2 ideas to address the challenge alone (5 min) and then as a table group (10 min)
–Prioritise the ideas (5 min)
–Present to the group as a whole (5 min each)
–Group discussion to prioritise as a whole (10 min)