Submission ID 78169
| Code | OD-2-1 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Early Career Faculty - (Less than 7 years of practice) |
| Title | Divorcing Block Rotations: How We Tied the Knot with A Longitudinal Integrated and Mixed Curriculum in Hematology Residency Training. |
| Background/Purpose | Longitudinal integrated curricula remain rare in postgraduate medical education despite evidence suggesting more meaningful learning, feedback, engagement, trust-building relationships, and professional development. Our purpose is to describe the design, implementation, and evaluation strategies of an innovative longitudinal integrated curriculum for the University of Ottawa hematology residency training program. |
| Methods | Using Thomas and Kern's 6-step approach to curriculum development, we designed and implemented a longitudinal integrated and mixed curriculum that integrates the foundational principles of competency-based medical education (CBME). |
| Results | Our needs assessment flagged fragmentation and inconsistencies in training experiences as a major concern and will be minimized with a longitudinal integrated curriculum. We devised a formative Rapid Evaluation Cycle evaluations and a summative evaluation at the 2-year mark to judge the program's performance and success. We developed a logic model for how our program is intended to be delivered, evaluated, and disseminated. We presented the curriculum to members of the Division of Hematology and received positive feedback. |
| Discussion | Whether traditional block rotation models achieve the desired educational outcomes, promote professional growth, and reflect independent practice has come into question in the era of CBME. Practicing physicians integrate a combination of clinical, laboratory, academic, and administrative duties that they learn to juggle and balance along with their personal lives. Ideally, residents should experience and learn to adapt and thrive in a curriculum and work environment that represent real-world practices. We believe that such models are transferable to other specialties. |
| Keyword 1 | Postgraduate medical education |
| Keyword 2 | Longitudinal integrated curriculum |
| Keyword 3 | Competency based Medical Education |
| Abstract content most relevant to: (check all that apply) | Residency Education |
| Abstract Track - First Choice | Curriculum |
| Curriculum | Competency-Based Education |
| Authors | Roy Khalife Roy Khalife Alexandra Moniz Yan Xu Talal Mahdi Lisa Duffett Marc Carrier Hyra Sapru |
