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Competence by Design: Progress and next steps

Steady progress since 2013

March 2013

April 2013

June 2013

  • Launch of a national online survey examining the strengths and weaknesses of the existing CanMEDS Framework. More than 1,200 responses received.

September 2013

  • Town hall session on CBD and CanMEDS 2015 held at the International Conference on Residency Education (ICRE) 2013 to answer questions and provide information.

November 2013

  • Launch of CBD and CanMEDS 2015 webinar series. More than 1,000 people have registered.

December 2013

  • Launch of eDiploma (the first step toward creating MAINPORT ePortfolio) for pilot testing with Area of Focused Competence (Diploma) trainees in Transfusion Medicine.

February – September 2014

  • Three drafts of the updated CanMEDS Framework and two drafts of the new Milestones Guide released for national consultation via three online surveys, 13 e-panels, eight focus groups, and direct requests for feedback.

March 2014

  • Senior executives began visiting medical schools (video) to discuss CBD face to face with deans, program directors, program administrators residents and postgraduate medical education offices.

September – November 2014

October 2014

  • A second group of disciplines was confirmed to begin working to adopt CBD: Anesthesiology, Forensic Pathology, Gastroenterology, Internal Medicine, Surgical Foundations, and Urology.

November 2014

  • Launch of MAINPORT ePortfolio working groups to examine automation and data exchange standards, privacy and legal concerns, and systems integration issues.

December 2014

February 2015

  • Royal College Council approved core content of the new CanMEDS Framework (aka Series IV) and evergreen CanMEDS Milestones Guide.

May 2015

  • Anesthesiology, Internal Medicine and Surgical Foundations began the iterative process of creating specialty-specific milestones, entrustable professional activities (EPAs), new training standards and assessment models with the Royal College.

July 2015

September 2015

October 2015

  • Launched the revitalized CanMEDS 2015 Physician Competence Framework at ICRE (which includes new content like patient safety, handovers and eHealth); the accompanying generic milestones (applicable to all disciplines) across each CanMEDS Role and a series of supporting faculty development tools.

November 2015

  • Initiating plans for more interactive CBD outreach visits to speak with hospital authorities, and focus on engaging and connecting with department chairs and chiefs. This has already commenced with a productive exchange with the Canadian Association of Professors of Medicine (CAPM).

January  2016

  • Continued to work on the design and build of MAINPORT ePortfolio, focusing on data exchange functionality and system-to-system integration.

Next steps

  • Listen to and seek input from our stakeholders and respond by adjusting and adapting CBD implementations plans as needed.
  • Share the progress, processes and developments of all CBD adopters.
  • Continue visits to Canadian medical schools and begin meeting with national specialty societies.
  • Release tangible tools to help disciplines and institutions begin preparing for CBD implementation.
  • Develop faculty development tools and resources for schools and programs
  • Continue to work on the design and build of MAINPORT ePortfolio, focusing on data exchange functionality and system-to-system integration.
  • Engage the continuing professional development (CPD) community, including experts, Fellows, medical regulatory authorities, ministries of health and other key stakeholders, and collaborate to develop a roadmap for competency-based CPD which identifies options for implementation.
  • Provide additional faculty support resources to help faculty understand and teach CanMEDS.

Contact us:
cbd@royalcollege.ca

Dr. Kenneth A. Harris, MD, FRCSC, Executive Director of Specialty Education at the Royal College, encourages you to get involved and have your say in CBD implementation.

Get engaged

The Royal College can’t implement Competence by Design (CBD) without the involvement of the medical education community.