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Saad Chahine, Sayra Cristancho, Jessica Padgett, Lorelei Lingard
In the competency-based medical education (CBME) approach, clinical competency committees are responsible for making decisions about trainees' competence. However, we currently lack a theoretical model for group decision-making to inform this emerging assessment phenomenon. This paper proposes an organizing framework to study and guide the decision-making processes of clinical competency committees.This is an explanatory, non-exhaustive review, tailored to identify relevant theoretical and evidence-based papers related to small group decision-making...
May 22, 2017: Perspectives on Medical Education
Bonnie Olivia Hughes, Mosa Moshabela, Jenni Owen, Bernhard Gaede
BACKGROUND: The community-based medical education curriculum is growing in popularity as a strategy to bring universal health coverage to underserved communities by providing medical students with hands-on training in primary health care. Accommodation and immersion of medical students within the community will become increasingly important to the success of community-based curricula. In the context of tourism, homestays, where local families host guests, have shown to provide an immersive accommodation experience...
2017: Medical Education Online
Mauricio Vasco Ramírez
PURPOSE OF REVIEW: In order for the obstetric anesthesiologist to become a true perioperative / peripartum physician, a change in formative programs and certification process in anesthesia are needed. RECENT FINDINGS: Anesthesia training programs are migrating to competency based medical education (CBME) worldwide. The traditional model of attending lectures, grand rounds, reading textbooks and journal papers should be complemented by virtual modalities such as massive open online courses or online teaching tools...
June 2017: Current Opinion in Anaesthesiology
Nilima Shah, Chetna Desai, Gokul Jorwekar, Dinesh Badyal, Tejinder Singh
Competency-based medical education (CBME) is gaining momentum across the globe. The Medical Council of India has described the basic competencies required of an Indian Medical Graduate and designed a competency-based module on attitudes and communication. Widespread adoption of a competency-based approach would mean a paradigm shift in the current approach to medical education. CBME, hence, needs to be reviewed for its usefulness and limitations in the Indian context. This article describes the rationale of CBME and provides an overview of its components, i...
October 2016: Indian Journal of Pharmacology
Julia Fremerey, Stefan Balzer, Triantafyllia Brozou, Joerg Schaper, Arndt Borkhardt, Michaela Kuhlen
Germline mutations in the DICER1 gene are associated with an inherited cancer predisposition syndrome also known as the DICER1-syndrome, which is implicated in a broad range of tumors including pleuropulmonary blastoma, ovarian Sertoli-Leydig cell tumors, ciliary body medulloepithelioma (CBME), pituitary blastoma, embryonal rhabdomyosarcoma (eRMS), anaplastic renal sarcoma as well as ocular, sinonasal tumors ovarian sex-cord tumors, thyroid neoplasia and cystic nephroma. This study describes a novel, heterozygous frameshift DICER1 mutation in a patient, who is affected by different tumors of the DICER1-syndrome, including eRMS, CBME and suspected pleuropulmonary blastoma type I...
November 28, 2016: Familial Cancer
N Wagner, C Fahim, K Dunn, D Reid, R R Sonnadara
BACKGROUND: Residency training programmes worldwide are experiencing a shift from the traditional time-based curriculum to competency-based medical education (CBME), due to changes in the healthcare system that have impacted clinical learning opportunities. Otolaryngology-Head and Neck Surgery (OTL-HNS) programmes are one of the first North American surgical specialties to adopt the new CBME curriculum. OBJECTIVE OF REVIEW: The purpose of this scoping review is to examine the literature pertaining to CBME in OTL-HNS programmes worldwide, to identify the tools that have been developed and identify potential barriers to the implementation of CBME...
June 2017: Clinical Otolaryngology
M T Nousiainen, S A McQueen, J Hall, W Kraemer, P Ferguson, J L Marsh, R R Reznick, M R Reed, R Sonnadara
As residency training programmes around the globe move towards competency-based medical education (CBME), there is a need to review current teaching and assessment practices as they relate to education in orthopaedic trauma. Assessment is the cornerstone of CBME, as it not only helps to determine when a trainee is fit to practice independently, but it also provides feedback on performance and guides the development of competence. Although a standardised core knowledge base for trauma care has been developed by the leading national accreditation bodies and international agencies that teach and perform research in orthopaedic trauma, educators have not yet established optimal methods for assessing trainees' performance in managing orthopaedic trauma patients...
October 2016: Bone & Joint Journal
Amy B Fraser, Emma J Stodel, Robert Jee, Daniel A Dubois, Alan J Chaput
PURPOSE: Competency-based medical education (CBME) is quickly becoming the dominant organizing principle for medical residency programs. As CBME requires changes in the way medical education is delivered, faculty will need to acquire new skills in teaching and assessment in order to navigate the transition. In this paper, we examine the evidence supporting best practices in faculty development, propose strategies for faculty development for CBME-based residency programs, and discuss the results of faculty development initiatives at the pioneering anesthesia CBME residency program at the University of Ottawa...
December 2016: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
Ming-Ka Chan, Diane de Camps Meschino, Deepak Dath, Jamiu Busari, Jordan David Bohnen, Lindy Michelle Samson, Anne Matlow, Melchor Sánchez-Mendiola
Purpose This paper aims to highlight the importance of leadership development for all physicians within a competency-based medical education (CBME) framework. It describes the importance of timely international collaboration as a key strategy in promoting physician leadership development. Design/methodology/approach The paper explores published and Grey literature around physician leadership development and proposes that international collaboration will meet the expanding call for development of leadership competencies in postgraduate medical learners...
July 4, 2016: Leadership in Health Services
Amy B Fraser, Emma J Stodel, Alan J Chaput
PURPOSE: Certain pressures stemming from within the medical community and from society in general, such as the need for increased accountability in resident training and restricted resident duty hours, have prompted a re-examination of methods for training physicians. Leaders in medical education in North America and around the world champion competency-based medical education (CBME) as a solution. The Department of Anesthesiology at the University of Ottawa launched Canada's first CBME program for anesthesiology residents on July 1, 2015...
July 2016: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
Carol Carraccio, Robert Englander, Joseph Gilhooly, Richard Mink, Dena Hofkosh, Michael A Barone, Eric S Holmboe
The transition to competency-based medical education (CBME) and adoption of the foundational domains of competence by the Accreditation Council for Graduate Medical Education, Association of American Medical Colleges (AAMC), and American Board of Medical Specialties' certification and maintenance of certification (MOC) programs provided an unprecedented opportunity for the pediatrics community to create a model of learning and assessment across the continuum. Two frameworks for assessment in CBME have been promoted: (1) entrustable professional activities (EPAs) and (2) milestones that define a developmental trajectory for individual competencies...
March 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Sylvain Boet, Ashlee-Ann E Pigford, Viren N Naik
PURPOSE: In July 2015, the University of Ottawa introduced a competency-based medical education (CBME) postgraduate program for anesthesia. Prior to program implementation, this study aimed to identify Canadian anesthesiology program directors perceptions of CBME and residents' opinion on how the program should be designed and perceived consequences of CBME. METHODS: This two-phase, qualitative study included semi-structured interviews with Canadian anesthesia program directors (Phase I) and a focus group interview with residents enrolled in the University of Ottawa time-based anesthesia program (Phase II)...
June 2016: Korean Journal of Medical Education
Karen Schultz, Jane Griffiths
PROBLEM: In 2009-2010, the postgraduate residency training program at the Department of Family Medicine, Queen's University, wrestled with the practicalities of competency-based medical education (CBME) implementation when its accrediting body, the College of Family Physicians of Canada, introduced the competency-based Triple C curriculum. APPROACH: The authors used a stepwise approach to implement CMBE; the steps were to (1) identify objectives, (2) identify competencies, (3) map objectives and competencies to learning experiences and assessment processes, (4) plan learning experiences, (5) develop an assessment system, (6) collect and interpret data, (7) adjust individual residents' training programs, and (8) distribute decisions to stakeholders...
May 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Nicolette Caccia, Amy Nakajima, Fedde Scheele, Nancy Kent
The development of a Canadian competency-based medical education (CBME) curriculum in obstetrics and gynaecology, slated to begin in 2017, must be rooted in, and aligned with, the principles of CanMEDS 2015 and Competence by Design. It must also reflect the unique realities of the practice of the specialty. The Dutch Society of Obstetrics and Gynaecology has been at the forefront of the movement to design and implement competency-based training for obstetrics and gynaecology. The Dutch curriculum represents a practical example of how such a program could be developed...
December 2015: Journal of Obstetrics and Gynaecology Canada: JOGC, Journal D'obstétrique et Gynécologie du Canada: JOGC
Richard E Hawkins, Catherine M Welcher, Eric S Holmboe, Lynne M Kirk, John J Norcini, Kenneth B Simons, Susan E Skochelak
CONTEXT: Competency-based medical education (CBME) has emerged as a core strategy to educate and assess the next generation of physicians. Advantages of CBME include: a focus on outcomes and learner achievement; requirements for multifaceted assessment that embraces formative and summative approaches; support of a flexible, time-independent trajectory through the curriculum; and increased accountability to stakeholders with a shared set of expectations and a common language for education, assessment and regulation...
November 2015: Medical Education
Alireza Mansouri, Abdulrahman Aldakkan, Jetan H Badhiwala, Shervin Taslimi, Douglas Kondziolka
BACKGROUND: Competency-based medical education (CBME) is gaining momentum in postgraduate residency and fellowship training. While randomized trials, consensus statements, and practice guidelines can help delineate some of the core competencies for CBME, they are not applicable to all clinical scenarios. OBJECTIVE: To propose and assess the feasibility of a practical methodology for addressing this issue using radiosurgery for vestibular schwannoma (VS) science as an example...
October 2015: Neurosurgery
Nicolette Caccia, Amy Nakajima, Nancy Kent
Competency-based medical education (CBME) is a new educational paradigm that will enable the medical education community to meet societal, patient, and learner needs of the 21st century. CBME offers a renewed commitment to both clinical and educational outcomes, a new focus on assessment and developmental milestones, a mechanism to promote a true continuum of medical education, and a method to promote learner-centred curricula in the context of accountability. Accountability is central to CBME, ensuring that graduating practitioners are well-rounded and competent to provide safe and effective patient care...
April 2015: Journal of Obstetrics and Gynaecology Canada: JOGC, Journal D'obstétrique et Gynécologie du Canada: JOGC
Elsie Kiguli-Malwadde, E Oluwabunmi Olapade-Olaopa, Sarah Kiguli, Candice Chen, Nelson K Sewankambo, Adesola O Ogunniyi, Solome Mukwaya, Francis Omaswa
BACKGROUND: Relatively little has been written on Medical Education in Sub-Saharan Africa, although there are over 170 medical schools in the region. A number of initiatives have been started to support medical education in the region to improve quality and quantity of medical graduates. These initiatives have led to curricular changes in the region, one of which is the introduction of Competency-Based Medical Education (CBME). INSTITUTIONAL REVIEWS: This paper presents two medical schools, Makerere University College of Health Sciences and College of Medicine, University of Ibadan, which successfully implemented CBME...
2014: Advances in Medical Education and Practice
Ale Gercama, Thea van Lankveld, Johanna Kleinveld, Gerda Croiset, Rashmi Kusurkar
The success of curricular reforms is dependent on the teachers who put the reforms into practice. In medical education, clinicians as teachers are important in this endeavour and the educational organization can learn from their efforts. The 'Vygotsky space' construct may help to analyze the learning process between teachers and organization. A case study is presented that shows how a teaching community acted as an enabler in this learning process.
December 2014: Perspectives on Medical Education
Sarah Kiguli, Roy Mubuuke, Rhona Baingana, Stephen Kijjambu, Samuel Maling, Paul Waako, Celestino Obua, Emilio Ovuga, David Kaawa-Mafigiri, Jonathan Nshaho, Elsie Kiguli-Malwadde, Robert Bollinger, Nelson Sewankambo
BACKGROUND: Uganda, like the rest of Africa, is faced with serious health challenges including human immunodeficiency virus infection/acquired immunodeficiency syndrome (HIV/AIDS), other infectious diseases and increasing non-communicable diseases, yet it has a significant shortage of health workers. Even the few health workers available may lack desired competencies required to address current and future health challenges. Reducing Uganda's disease burden and addressing health challenges requires Ugandan medical schools to produce health workers with the necessary competencies...
May 2014: Education for Health: Change in Training & Practice
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