Competency-based medical education (CBME) curricula are becoming increasingly common in graduate medical education. Put simply, CBME is focused on educational outcomes, is independent of methods and time, and is composed of achievable competencies.1 In spite of widespread uptake, there remains much to learn about implementing CBME at the program level. Leveraging the collective experience of program leaders at Queen’s University, where CBME simultaneously launched across 29 specialty programs in 2017, this paper leverages change management theory to provide a short summary of how program leaders can navigate the successful preparation, launch, and initial implementation of CBME within their residency programs.
Background The Open University of the Unified Health System (UNA-SUS) was created in 2010 to promote continuing professional education using online distance education (ODE) to Brazilian health workforce - mainly primary care – spread over 8.5 million kilometers. It comprehends a 34-universities network developing free open technology-enhanced courses and has more than 3 million enrollments and 1 million single learners, covering 98% of the country's cities. Objectives Elderly's Health Care Educational Program aims to improve professional education for public health workers, focused on aged people's care, based in 5 independent microlearning courses developed in the past 2 years. It follows “action mapping” design, in which the action objectives and practice demands are defined before content, meeting real-world demands, intending to improve completion rates (CR) as well as modeling continuing education in world's health systems. Results These ODE courses were available for 18 months (2018-2019), with 66,655 enrollments and 36,714(55%) certificated; CR ranged from 46.4% to 70.5% among 15 health professions and “students”, being higher for Community Health Agents (70.5%) and Nursing Technicians (65,4%). Enrollments were from all 5 Brazilian regions, mean age was 32.6 years, 81.6% were female. Conclusions Instructional design allowed professionals to learn according to specific gaps; microlearning strategy promoted higher CR compared to traditional ODE courses. High school and technical educational levels also had higher CR suggesting that ODE can be adequate to this target audience, who possibly have less educational opportunities than graduated ones. Considering the success obtained in a continental-size country, this model could be reproduced worldwide. Key messages Continuing ODE is a worldwide demand. Initiatives that use information technology to improve learning process of health professionals, including healthcare technicians, should be considered.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.