Presentation Description
Carolyn Rotenberg1
Theresa Beesley2
1 Department of Anesthesiology, McGill University Health Centre
2 Faculty of Medicine and Health Sciences, McGill University
Theresa Beesley2
1 Department of Anesthesiology, McGill University Health Centre
2 Faculty of Medicine and Health Sciences, McGill University
Background:
Since the 2017 implementation of Competence-Based Medical Education (CBME) in Canadian post-graduate medical training, few studies have assessed the impact of CBME on resident physicians(1). Learner engagement is essential to the success of CBME, as emerging literature proposes a synergistic relationship between growth mindset in learners and successful CBME implementation(2). We aim to evaluate CBME’s impact on resident education and well-being through the lens of growth mindset and ultimately identify strategies to optimize CBME implementation.
Since the 2017 implementation of Competence-Based Medical Education (CBME) in Canadian post-graduate medical training, few studies have assessed the impact of CBME on resident physicians(1). Learner engagement is essential to the success of CBME, as emerging literature proposes a synergistic relationship between growth mindset in learners and successful CBME implementation(2). We aim to evaluate CBME’s impact on resident education and well-being through the lens of growth mindset and ultimately identify strategies to optimize CBME implementation.
Summary of work:
A rapid evaluation approach was used. Data was collected from 24 anesthesiology residents using a mixed-methods explanatory sequential design. Quantitative data was collected using a 16-item online questionnaire and qualitative data was collected using 1-hour semi-structured interviews with a subset of participants. Questions focused on Entrustable Professional Activities (EPAs), an established CBME learning activity.
Results:
Eighty-nine percent of residents with >1 year of CBME experience completed the survey, of which 87.5% reported qualities of growth mindset. 12.5% reported that EPAs provide opportunities for feedback and coaching and 8.3% reported EPAs promote the use of life-long feedback. Interview data suggest that the current implementation of CBME supports a fixed mindset. Residents expressed modifying their mindset, viewing EPAs as “check boxes” unrelated to their clinical competency. EPA feedback is characterized as delayed, generic, and unhelpful with an associated workload that negatively impacts resident well-being. Residents perceive low quality feedback as a reflection of limited “investment” from faculty in their educational experience.
Discussion:
Residents expressed positive perceptions of CBME and acknowledged its potential to promote continued growth. Strategies proposed to optimize CBME implementation focus on improving learner and faculty engagement and minimizing assessment burnout.
Conclusion:
Solutions for CBME implementation must expand beyond the individual learner to include the learning environment, focusing on enhancing feedback quality and faculty engagement.
References (maximum three)
(1) Competence by Design: Resident Pulse Check Report. Royal College of Physicians and Surgeons of Canada & Resident Doctors of Canada. 2022. Published online: https://www.royalcollege.ca/ca/en/cbd/understanding-cbd/cbd-program-evaluation.html
(2) Growth mindset in competency-based medical education. Van Melle et al on behalf of the ICBME Collaborators. Medical Teacher. 2021;43(7):751-757. DOI: 10.1080/0142159X.2021.1928036