Collective Wisdom in Faculty Development for Competency-Based Medical Education: A Needs Assessment and Survey

Area of Science:

• Medical Education
• Curriculum Development
• Faculty Training

Background:

• Competency-based medical education (CBME) requires robust faculty development (FD) for successful implementation.
• Transitioning educational programs to CBME necessitates strategic support for faculty.
• Faculty roles in residency education are central to adopting new educational models.

Purpose of the Study:

• To explore faculty experiences with faculty development (FD) for competency-based medical education (CBME).
• To identify effective FD activities and topics for CBME implementation.
• To understand program needs and barriers related to FD for CBME.

Main Methods:

• An online survey was administered to faculty leaders in residency education at the University of Toronto.
• Descriptive statistics were used to analyze survey responses.
• Thematic, frequency, and comparative analyses identified trends in perceived FD effectiveness, topics, and needs.

Main Results:

• A 44.6% survey response rate was achieved.
• Small group formats were identified as the most effective FD activity.
• Key FD topics included CBME implementation, assessment tools, feedback, coaching, and competence committees.
• Lack of faculty time was the primary barrier to FD.

Conclusions:

• Data informed strategic planning for CBME curricular reforms at the University of Toronto.
• Findings highlighted the need for additional resources and focused FD interventions.
• Addressing faculty time constraints is essential for effective FD in CBME.