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Resident Perspectives on Competency-By-Design Curriculum.

Megan L Blades1, Sarah Glaze1, Sarah K McQuillan1

  • 1Department of Obstetrics and Gynecology, Cumming School of Medicine, University of Calgary, Calgary, AB.

Journal of Obstetrics and Gynaecology Canada : JOGC = Journal D'Obstetrique Et Gynecologie Du Canada : JOGC
|November 5, 2019
PubMed
Summary
This summary is machine-generated.

Residents surveyed about the competency-by-design (CBD) curriculum expressed optimism but raised concerns about work relationships, scheduling, and evaluation workload. Incorporating resident feedback is crucial for successful CBD implementation.

Keywords:
competency-based educationcurriculumeducation, medicalinternship and residency

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Area of Science:

  • Medical Education
  • Residency Training
  • Competency-Based Education

Background:

  • The Royal College of Physicians and Surgeons of Canada is transitioning to a competency-by-design (CBD) curriculum for all residency programs.
  • While general discussions on competency-based residency training exist, resident perspectives are underrepresented in published literature.
  • Understanding resident viewpoints is essential for effective curriculum design and implementation.

Purpose of the Study:

  • To survey obstetrics and gynaecology residents at the University of Calgary regarding their views on the new competency-by-design (CBD) curriculum.
  • To gather resident expectations and concerns to inform the CBD curriculum's design and implementation process.

Main Methods:

  • An anonymous survey was distributed to University of Calgary obstetrics and gynaecology residents.
  • The survey included Likert-scale, multiple-choice, and free-text questions.
  • Quantitative data were analyzed using summary statistics; qualitative data underwent thematic analysis.

Main Results:

  • Residents anticipate both benefits and challenges with the competency-by-design (CBD) curriculum.
  • Overall optimism regarding the curriculum redesign was noted among residents.
  • Key concerns included potential impacts on work relationships, scheduling difficulties (operating room and call), and the significant time/effort required for evaluation.

Conclusions:

  • Resident perspectives are invaluable for the redesign and implementation of competency-by-design (CBD) curricula.
  • Integrating resident input is vital for strengthening the new curriculum and fostering resident buy-in.
  • Addressing resident-identified concerns proactively can enhance the successful adoption of CBD.