Kelly L. Dore, PhD
Scientist, McMaster Education Research, Innovation & Theory, McMaster University (MERIT).
Associate Professor, Division of Innovation and Education, Departments of Medicine & Obstetrics & Gynecology, McMaster University
The (Unintended) Consequences of Implementing Competency Based Medical Education: Outcomes to inform our strategies
This work is important to medical education because…
This mixed method program of research will help identify some of the consequences - intended and unintended - of the global changes to Canadian postgraduate specialty medical education curriculum and assessment program via the competency-based medical education (CBME) initiative, Competency by Design (CBD). This multi-site study, across different specialties, will highlight the dynamic variability of implementation practices as each program strives to apply the principles of CBME in their own unique context. The evaluation of possible outcomes (both positive and negative) will allow for a comprehensive understanding of implementation, practices, and program effectiveness during the process of CBD adoption driven by policy and assessment changes. This research project will inform current and future postgraduate training programs facilitating course-corrections, potentially mitigating unintended outcomes, and allowing programs to better contextualize their program-specific implementation of CBD.
Christen Rachul, PhD
Director of Research, Office of Educational & Faculty Development, Rady Faculty of Health Sciences, University of Manitoba
Realist Evaluation of Competence by Design in Postgraduate Medical Education
This work is important to medical education because…
Competence By Design (CBD) is being implemented within a complex system involving national, provincial, and local stakeholders. Due to local factors and program variability, we expect that residency programs will adapt CBD in a variety of different ways. The purpose of our evaluation study is to identify program-specific factors that promote successful implementation of CBD. We are conducting a realist evaluation to investigate what works for whom in which circumstances and why. Realist evaluations start with the assumption that it is not an intervention or program that works, but that participants’ interpretation and engagement with an intervention produces particular outcomes. Findings from the evaluation will be used to develop and refine local policies and practices that account for the diversity in programs, but are also expected to contribute further evidence of the effectiveness of CBME in complex systems.
Leveraging the power of diagnostic metrics to evaluate CBME implementation in Medical Oncology across Canada
This work is important to medical education because…
CBME implementation has begun in multiple disciplines across Canada. Although research interest is focusing on outcomes and assessing the extent to which CBME is meeting its goals, less attention has been paid to the implementation process itself. Developing a method to measure and evaluate CBD implementation, and its progression towards successful completion would be of practical use to guide individual programs as they begin this journey. In this collaborative study of Medical Oncology training programs across Canada, we plan to identify and develop indicators that track progress in implementation and identify the most efficient and effective methods of implementation. These indicators will be used to create a diagnostic metric dashboard that can be utilized by training programs to direct and facilitate their implementation process locally and help inform an early ongoing process of monitoring outcomes. Such a tool will have potential for modification by other disciplines for more widespread application.
Acknowledgement:
“This study is a collaborative effort of the RCPSC Medical Oncology Specialty committee with leadership by Dr. Nazik Hammad, Lead CBD Evaluation Subgroup (Medical Oncology Specialty Committee).
Jessica Trier, MD, FRCPC
Assistant Professor, Department of Physical Medicine and Rehabilitation, Faculty of Health Sciences, Queen’s University
Creating a Culture of Coaching at Queen's University: Exploring Coaching Behaviours in Postgraduate Medical Education
This work is important to medical education because…
This research seeks to gain a deeper understanding of residents’ and clinical teachers’ perceptions of coaching behaviours that characterize effective relationships between residents and clinical teachers in the postgraduate medical education (PGME) learning culture. It will inform processes to enhance the quality of coaching-based educational interventions for clinical teachers, and ultimately improve residents’ developmental outcomes. We anticipate that this work will have important theoretical implications since it will provide further understanding of the applicability of coaching models within PGME, and will inform coaching-based faculty development for clinical teachers. This evidence-informed approach to faculty development program design will aid in improving residents’ lifelong learning skills and readiness for practice, and ultimately, patient care. The lessons learned about coaching behaviours in PGME will provide valuable information for program leaders, clinical teachers, and residents about the coaching process in medical education.
