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Area of Science:

  • Medical Education
  • Assessment and Evaluation
  • Health Professions Education

Background:

  • Competence committees (CCs) are an emerging approach to enhance assessment decision-making in health professions education.
  • CCs align with competency-based medical education (CBME) and programmatic assessment principles.
  • Limited literature exists on the system-wide implementation of CCs, particularly at a national scale.

Purpose of the Study:

  • To present the Royal College of Physicians and Surgeons of Canada's experience implementing a national CC model.
  • To identify challenges encountered during large-scale CC implementation.
  • To propose strategies for addressing these implementation challenges.

Main Methods:

  • The study details the Royal College of Physicians and Surgeons of Canada's national-scale implementation of competence committees.
  • It involves analyzing the challenges faced and strategies developed during this process.
  • The approach emphasizes lessons learned for future large-scale implementations.

Main Results:

  • Managing the balance between standardization and flexibility is crucial for large-scale CC implementation.
  • Successful implementation requires considering individual program needs, resources, and stakeholder engagement.
  • Multiple engagement and communication strategies are necessary to allow for local adaptations in diverse contexts.

Conclusions:

  • Large-scale CC implementation is an evolutionary process demanding upfront resources and continuous support.
  • Embedding program evaluation from the outset is essential for transformative initiatives.
  • Shared lessons can guide other institutions considering national CBME CC implementation.