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Resident perceptions of Competency-Based Medical Education
Steve Mann1, Amber Hastings Truelove2, Theresa Beesley3
1Department of Surgery, Queen's University, Ontario, Canada.
Canadian Medical Education Journal
|October 16, 2020
Summary
Residents not yet in competency-based medical education (CBME) programs anticipate improved feedback and earlier identification of struggling trainees. They also foresee logistical challenges and assessment fatigue, emphasizing clear communication for successful CBME implementation.
Area of Science:
- Medical Education
- Graduate Medical Education
Background:
- Canadian residency programs are transitioning to competency-based medical education (CBME).
- Limited research exists on resident perspectives regarding CBME.
- Understanding resident views is crucial as they are key stakeholders and mentors in this educational shift.
Purpose of the Study:
- To examine how residents not currently enrolled in CBME perceive this training model.
- To identify perceived advantages, disadvantages, and implementation considerations of CBME from a resident viewpoint.
Main Methods:
- Sixteen residents participated in individual, semi-structured interviews.
- Grounded theory approach was utilized to analyze resident perceptions of CBME.
Main Results:
- Anticipated benefits include enhanced assessment and feedback, earlier identification of residents needing support, and increased flexibility for self-directed learning.
- Potential disadvantages involve logistical hurdles, challenges in providing CBME-appropriate feedback by attending physicians, and assessment fatigue.
- Effective implementation hinges on clear communication and established channels for resident feedback.
Conclusions:
- Resident perspectives align with expert opinions on practical implementation challenges.
- The expectation of improved assessment and feedback necessitates training for both residents and attending physicians.
- Successful transition to CBME requires robust faculty development and transparent communication strategies.
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