Using a commitment to change tool for evaluation and planning of a global competency-based curriculum in...

Measuring the outcomes of educational activities at the performance level is a challenge for all medical educators. This study reports retrospective outcomes data from the administration of a commitment to change (CTC) at orthogeriatrics courses and how the findings were used for curriculum improvement.

During 2010-2012, a CTC questionnaire was administered at 8 educational courses attended by 513 orthopedic and trauma surgeons and medicine physicians in 5 countries. The CTC asked if physicians intended to change anything in their clinical practice as a result of participating and to list their specific changes. A 3-month follow-up was conducted to assess the status of intended changes and identify barriers to implementation.

Two hundred seventy-six (54%) of the 513 course participants and faculty reported at least 1 intended change in their clinical practice (485 specific changes overall). The intended changes were quantified and analyzed further based on 10 competencies for orthogeriatrics. Follow-up responses were received for N = 150 (31%) of the intended changes. Of these changes, 24% were fully implemented, 51% were partially implemented, and 25% were not implemented. The main barriers to implementation were categorized as "ongoing process (needs more time)" and "requires more discussion, collaboration, or support."

CTC is an effective tool for self-reported measurement of outcomes of educational activities at the performance level with orthopedic surgeons and an interprofessional audience. Analysis based on a framework of competencies enables curriculum improvement by identifying content that could be adjusted and new materials to address the issues and barriers that were reported.