Insights From the Transition to Competency-Based Medical Education in Neurology Programs

Area of Science:

• Medical Education
• Neurology Training
• Competency-Based Medical Education (CBME)

Background:

• Canadian neurology residency programs recently adopted Competency-Based Medical Education (CBME).
• Iterative evaluation is crucial for optimizing CBME implementation in postgraduate medical training.
• Understanding the variability and challenges in CBME uptake is essential for successful integration.

Purpose of the Study:

• To examine the variability and challenges in the adoption of CBME within Canadian neurology residency programs.
• To identify the perceived benefits and pitfalls of CBME from both resident and faculty perspectives.
• To inform future strategies for effective CBME implementation in neurology.

Main Methods:

• Anonymous surveys were administered to neurology residents and faculty.
• Data were collected on experiences, challenges, and perceived benefits/pitfalls of CBME.
• Qualitative and quantitative analysis was performed to identify common themes and barriers.

Main Results:

• Adequate orientation to CBME was reported, but faculty and residents experienced increased workload.
• Increased workload was identified as a significant contributor to burnout among both residents and faculty.
• Common barriers to CBME uptake were identified from both resident and faculty viewpoints.

Conclusions:

• It is premature to definitively conclude the benefits of CBME in neurology residency at this stage.
• Future research should focus on standardizing entrustment scales to ensure consistency.
• Reducing the overall burden on stakeholders is recommended to mitigate burnout and improve CBME sustainability.