648-P: Developing a National Competency-Based Diabetes Curriculum in Undergraduate Medical Education: A Delphi Study

Abstract

Introduction: In recent years there has been an increased emphasis on competency-based medical education (CBME) internationally, as can be seen with the implementation of competency-based curriculums for postgraduate medical education (PGME) through the Royal College of Physicians and Surgeons of Canada. Currently, no Canada-wide consensus exists on educational competencies relating to diabetes in undergraduate medical education (UGME). Objective: To develop a list of competencies and objectives for diabetes teaching in medical school using a modified Delphi method. Methods: Representatives involved in the development of the diabetes curriculum at all 17 medical schools across Canada were contacted. A draft list of competencies and objectives was developed by the research team using the existing curriculums at nine Canadian medical schools and was organized using the CanMEDS framework. A Delphi method was used, with two iterations in order to reach consensus. The first survey was conducted in May 2018. The data was analyzed and the survey was revised to include the opinions and remarks of respondents. The revised version of the survey was then sent to the respondents in July 2018. Results: Out of 17 medical schools contacted, 12 (70.6%) agreed to participate. One school declined participation and four did not respond. Out of 12 surveys sent in the first round, eight responses were received (response rate 66.7%). The revised version was then resent to the eight respondents in July 2018 and seven responses were received (response rate 87.5%). A list of nine competencies and 65 objectives was finalized. Conclusion: A competency-based consensus curriculum for diabetes education for medical students was developed using a modified Delphi method. The final consensus syllabus will be disseminated throughout the country. This curriculum serves as a step in the transition to CBME and in ensuring that future medical school graduates are proficient in diabetes care. Disclosure S. Shah: None. M. McCann: None. C. Yu: None.

Developing a Canadian Artificial Intelligence Medical Curriculum: A Delphi Study

“…The Delphi method, which relies on expert opinion, provided a robust and iterative framework that allowed us to tailor the curriculum to these speci c needs, ensuring it is both comprehensive and practical for medical students 17 . We also based our approach on similar studies that have successfully used expert opinions to create or update curricula in medicine for different subject areas, leveraging their structures to ensure our process was thorough [19][20][21][22][23] .…”

“…In the rst round, they provided anonymized demographic data and rated curriculum elements on a 5-point Likert scale, considering items for inclusion if 70% rated them 4 or 5 and for exclusion if 70% rated them 1 or 2. The 70% threshold was based on previous Delphi studies used for curriculum development [19][20][21][22][23] . Experts could also suggest any competencies they felt were missing or provide their opinion on the topic, through a comments section.…”