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Was it all worth it? A graduating resident perspective on CBME
Portia Kalun1, Heather Braund1, Natalie McGuire1
1Queen's Health Sciences, Queen's University, Kingston, Canada.
Medical Teacher
|May 14, 2024
Summary
Competency-based medical education (CBME) shows promise but requires improvements in implementation and flexibility. Resident feedback highlights the need for better accountability and balanced assessment in CBME curricula.
Area of Science:
- Medical Education
- Graduate Medical Education
- Competency-Based Medical Education
Background:
- Canadian institutions transitioned postgraduate specialty training to Competency-Based Medical Education (CBME) curricula.
- This study explores the experiences of residents who graduated from five-year CBME programs.
Purpose of the Study:
- To understand the lived experiences of residents in CBME programs.
- To identify areas for improvement and refinement of CBME curricula in Canada.
Main Methods:
- Qualitative description methodology was employed.
- Data collection involved focus groups, interviews, and written responses from fifteen residents across various specialties.
- Inductive analysis using conventional content analysis was performed.
Main Results:
- Five overarching themes emerged from the data.
- Residents reported discrepancies between CBME intentions and implementation, challenges with program rollout, and varied personal experiences.
- Adaptations and recommendations for future CBME refinement were identified.
Conclusions:
- Graduating residents provided a balanced perspective on CBME, acknowledging its potential benefits when properly executed.
- Key resident needs include greater balance and flexibility in assessment and curricula.
- Enhanced accountability at program, institutional, and national levels is crucial for addressing implementation challenges and improving CBME.
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