Is competency-based medical education sustainable? A pilot study on well-being impacts

While Competency-Based Medical Education (CBME) offers benefits such as enhanced trainee performance and better patient outcomes, its long-term sustainability has been questioned due to the significant demands it places on healthcare teams. The existing research often emphasizes these challenges, overlooking the potential resources that CBME may provide. This pilot study explores whether the implementation of CBME is associated with improved well-being among ward members, potentially by fostering a resource-enriched environment that helps offset its demands.

Using a quasi-experimental design, a CBME fellowship program was implemented, enabling the comparison of well-being indicators (job satisfaction, stress, motivation, and burnout) between three wards implementing CBME (intervention) and three control (control). Surveys were administered before and after a six-month implementation period (n = 39), and 13 semi-structured interviews with intervention group members were conducted.

Despite the small sample, findings suggest that motivation and job satisfaction improved in the intervention group while burnout remained stable. These positive trends were not apparent in the control group. Qualitative research aimed at explaining these results supports the idea that CBME fosters a resource-oriented work environment. Perceived benefits included an improved learning culture, stronger inter-professional relationships, and feelings of professional growth among ward members.

Thoughtful implementation of CBME can enhance the well-being of all ward members, not only trainees, by fostering a resource-enriched work environment. These findings address concerns related to burnout and the long-term sustainability of CBME. This study contributes to CBME literature by highlighting its potential for professional development and well-being across healthcare teams. Theoretical and practical implications are discussed.