COMPETENCY-BASED MEDICAL EDUCATION

Competency-based medical education (CBME) has emerged as an important theme in medical education in recent years. Interest and debate on the topic continues to grow with the pending paradigm shift in Canadian medical residency programs. It offers several exciting opportunities for medical education but also raises some concerns. Once implemented, CBME will impact the entire medical education community through significant changes to assessment, credentialing, and accreditation processes.

Some of these changes have already been implemented, or their development is currently underway nationally. For example, the College of Family Physicians of Canada (CFPC) has already transitioned Family Medicine programs in Canada to a competency-based curriculum called the Triple C Competency-based Curriculum. There are three components of Triple C: Comprehensive education and patient care; Continuity of education and patient care; and, Centred in family medicine. In addition, the Royal College of Physicians and Surgeons of Canada is in the process adopting an outcomes-based approach to the design, implementation, assessment, and evaluation of medical education programs known as Competence-by-Design (CBD).

RDoC’s Role

In 2016 we released the position paper, Implementing a Competency-Based Approach to Medical Education. Since that time, we continue to play a central role in CBME development in Canada. Through national advocacy work on behalf of our members and ongoing formal communication with the Colleges, we help to ensure that the learner’s point of view is taken into consideration in any proposed changes.

We have also provided feedback to the Royal College on the Series I, Series II and Series III CanMEDS drafts.

October 20, 2016: Royal College Council
Dr. Kimberly Williams, President RDoC, presented: Educational Updates: Entry Disciplines & CBME.

June 2016: Position Paper Implementing a Competency-Based Approach to Medical Education Released
RDoC released this position paper, including four principles and calls for action to help ensure a smooth transition during this time of great change in Canadian medical education.

April 16-19, 2016: Canadian Conference on Medical Education (CCME)

Drs. Terry Colbourne and Natasha Snelgrove, co-chairs of the Training Committee, presented: Implementing Competency-Based Medical Education (CBME) in Canadian Residency Programs – Mitigating Risks and Enhancing Strengths

Drs. Colbourne and Snelgrove participated in the AFMC Board of Directors Activity on Competency-Based Education (CBE), which addresses the implementation of CBME across Canada.

October 24, 2015: International Conference on Residency Education (ICRE)
Dr. Terry Colbourne, co-chair of the Training Committee, presented: Mitigating risk during implementation of competency-based medical education in Canadian residency programs.

June 2015: Systematic Review of Competency-Based Education
RDoC signed on as a Knowledge User in support of the Royal College-led CIHR Knowledge Synthesis grant on a Systematic review of competency-based education in the Health Professions. The systematic review process will link evidence to future research, decision-making and refinement of current standards of medical education as competency-based education rolls-out.

June 2015: CanMEDS 2015 Formal Endorsement
RDoC formally endorsed the CanMEDS 2015 Framework and recommended that it be used to structure and organize work as appropriate and whenever possible.

September 2014: CanMEDS Summit
RDoC participated in the summit to review the Series III framework and provide direct input to its design, content, and address any potential implications to the organization.

September 2014: Research Paper on CBME
RDoC’s Training Committee released a research paper on CBME for residents. It provided five recommendations that residents can take within their respective programs to promote a successful transition and ensure that the needs of learners are being met.

Spring of 2013: CanMEDS National Steering Committee
RDoC became an active participant on this committee, providing feedback on each of the CanMEDS expert working group draft documents to ensure that the core elements of each role are captured.

August 2013: CBME Support
CBME garnered significant support from the Board of Directors as a topic of interest and future research.

October 20, 2016: Educational Updates: Entry Disciplines & CBME
Dr. Kimberly Williams provided an update on Entry Disciplines and CBME at the Royal College Council.April 18, 2016: Implementing Competency-Based Medical Education (CBME) in Canadian Residency Programs – Mitigating Risks and Enhancing Strengths
Presented by Drs. Terry Colbourne and Natasha Snelgrove, co-chairs of the Training Committee, at the Canadian Conference on Medical Education (CCME)

October 24, 2015: Mitigating Risks during Implementation of Competency-Based Medical Education in Canadian Residency Programs
Presented by Dr. Terry Colbourne, co-chair of the Training Committee at the International Conference on Residency Education (ICRE).

  • Develop a position paper on Implementing a Competency-based Approach to Medical Education. CBME will result in a dramatic shift in the way physicians are trained. We must ensure, from a resident and patient-centered point of view, that our medical education and postgraduate training systems continue to meet the needs of our patients. In order to ensure successful implementation of CBME, RDoC has developed four principles and calls for action to help ensure a smooth transition during this time of great change in Canadian medical education.
  • Continue to advocate for resident consultation in the development of milestones, e-portfolios, and a robust implementation and evaluation process.
  • Environmental scan of the roll-out of Competence by Design (CBD) in Royal College specialty programs. The purpose of this is to better equip our resident representatives to advocate to the Royal College and other stakeholders on opportunities for improvement and challenges pertaining to the implementation of competency-based medical education.