Accepted Type
Facilitated and Dedicated Poster
Code
LP3 - 02
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
yes
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Resident
Affiliation
Considered for Poster
yes
Title
Perceptions of and Barriers to Competency-Based Education
Length of Presentation
Background/Purpose
Competency-based education (CBE) has been implemented across Canadian post-graduate medical training programs through Competence By Design (CBD). We describe our initial experiences, highlighting perceptions and barriers to facilitate implementation at other centers.
Methods
An anonymous online survey was administered to faculty and residents transitioning to CBE (138 respondents) including 1) Queen's Residents (QR)[n= 102], 2) Queen's Faculty (Program Directors and CBME Leads) [n=27]and 3) Canadian Neurology Program Directors (NPD)[n = 9] and analyzed
the data using descriptive and inferential statistical techniques.
Results
Perceptions were favorable (x̄ = 3.55, SD = 0.71) and 81.58% perceived CBE enhanced training; however, perceptions were more favorable in faculty. QF indicated that CBE did not improve their ability to provide negative feedback. NPDs did not perceive their institution had adequately prepared them. QR did not perceive improved quality of feedback. There was variability in barriers perceived across groups. NPDs were concerned about access to information technology. QF were concerned about resident initiative. QR felt assessment selection and faculty responsiveness to feedback were barriers.
Conclusion
Our results indicate Faculty were concerned about reluctance of residents to actively participate in CBE. Residents were hesitant to assume such a role due to lack of familiarity and perceived benefit. This discrepancy indicates attention should be devoted to: 1) institutional administrative/educational supports, 2) faculty development around feedback/assessment and 3) resident engagement to foster ownership of their learning and familiarity with CBE.
Keyword 1
Competency-based Education (CBE)
Keyword 2
Competence by Design (CBD)
Keyword 3
Competency-based Medical Education (CBME)
Level of Training
Post Graduate
Abstract Themes
Postgraduate
Additional Theme (First choice)
Postgraduate
Additional Theme (Second Choice)
Postgraduate
Additional Theme (Third Choice)
Postgraduate
Authors
Presenter
Lindsay Crawford
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
