Process and outcome evaluation of a CBME intervention guided by program theory

Area of Science:

• Medical Education Research
• Program Evaluation
• Curriculum Development

Background:

• Competency-based medical education (CBME) offers a promising training model, yet empirical data on its outcomes and implementation processes remain scarce.
• A robust program theory is essential for guiding the development, evaluation, and iterative refinement of CBME initiatives.

Purpose of the Study:

• To demonstrate how a theory-led evaluation approach can enhance competency-based medical education (CBME) curriculum, assessment, and implementation.
• To illustrate the application of program theory in evaluating the Triple C Competency-based Curriculum.

Main Methods:

• A mixed-methods design was employed, integrating surveys, interviews, and historical document analysis.
• Stakeholder experiences with the Triple C Competency-based Curriculum were systematically explored.

Main Results:

• Theory-guided evaluation identified key facilitators of CBME implementation, including national support, program autonomy, and local adaptability.
• Areas for improvement included the need for sustained support from the College of Family Physicians of Canada (CFPC) and better succession planning for leadership.

Conclusions:

• Integrating evaluation with program change yields critical insights from implementers and participants.
• Developing and refining program theory through evaluation supports evidence-based advancements in CBME, contributing to cumulative scientific knowledge.