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Exploring resident perceptions of initial competency based medical education implementation.

Shivani Upadhyaya1, Marghalara Rashid2, Andrea Davila-Cervantes3

  • 1Core Internal Medicine Resident, Department of Medicine, PGY3, University of Alberta, Alberta, Canada.

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|May 17, 2021
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Summary
This summary is machine-generated.

Residents have mixed perceptions of Competency-Based Medical Education (CBME), finding some aspects helpful but lacking full understanding of the framework. Their feedback on challenges and recommendations can aid other CBME programs.

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Area of Science:

  • Medical Education Research
  • Curriculum Development
  • Healthcare Professional Training

Background:

  • Competence by Design (CBD) is a national hybrid competency-based medical education (CBME) model.
  • CBD aims to enhance resident abilities for practice and societal needs.
  • Limited literature exists on resident perceptions of CBME implementation.

Purpose of the Study:

  • To explore resident perceptions of the CBME transformation.
  • To understand resident views in relation to the intended CBME framework.

Main Methods:

  • Recruited residents from eight disciplines in CBME implementation (Aug 2018-Jan 2019).
  • Conducted interviews with residents from initial CBME cohorts.
  • Utilized inductive thematic analysis with iterative consensus building.

Main Results:

  • Identified five themes: feedback value, EPA completion strategies, challenges, concerns, and recommendations.
  • Found clear alignment with programmatic assessment component perceptions.
  • Observed less clear alignment with other core CBME components.

Conclusions:

  • Residents had mixed perceptions and variable understanding of the CBME framework.
  • Some aspects of the transformation were perceived as helpful.
  • Disseminating resident insights can support ongoing CBME implementation.