Competency-based education in family medicine

Iglar, Karl; Whitehead, Cynthia; Takahashi, Susan Glover

doi:10.3109/0142159x.2012.733837

Cited by 16 publications

(16 citation statements)

References 13 publications

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“…Furthermore, competence-based programs have become well-established in medical education curricula. Reasons for the widespread implementation of competence-based curricula include: they are believed to be a more reliable way to ensure that every graduate is prepared for practice and they have been shown to be effective in identifying areas of strength and needs in learners and allow teachers to assess appropriate learning outcomes [11,12]. Additionally there is evidence that competence-based training helps to improve resident performance and patient safety [13].…”

Section: Introductionmentioning

confidence: 99%

Competence-based curriculum development for general practice in Germany: a stepwise peer-based approach instead of reinventing the wheel

et al. 2013

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BackgroundImproving postgraduate medical training is one important step to attract more medical students into general practice. Keeping pace with international developments moving to competence-based curricula for general practice training, the aim of this project was to develop and implement such a curriculum in Germany.MethodsA five-step, peer-based method was used for the curriculum development process including panel testing and a “test version” of the curriculum for the pilot implementation phase. The CanMEDS framework served as a basis for a new German competence-based curriculum in general practice training. Four curricula from European countries and Canada were reviewed and, following required cultural adaptions, key strengths from these were integrated. For the CanMEDS “medical expertise” element of the curriculum, the WONCA ICPC-2 classification of patient’s “reason for encounters” was also integrated.ResultsAltogether, 37 participants were involved in the development process representing 12 different federal states in Germany, and including an expert advisor from Denmark. An official “test version” of the curriculum consisting of three parts: medical expertise, additional competencies and medical procedures was established. A system of self-assessment for trainees was integrated into the curriculum using a traffic light scale. Since March 2012, the curriculum has been made freely available online as a “test version”. In 2014, an evaluation is planned using feedback from users of the test model as a further stage of the implementation process.ConclusionsThe first German competence-based curriculum for general practice training has been developed using a pragmatic peer controlled approach and implementation is being trialed with a “test version” of the curriculum. This model project and its peer-based methodology may support competence-based curriculum development for other medical specialties both inside and outside Germany.

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Section: Introductionmentioning

confidence: 99%

Competence-based curriculum development for general practice in Germany: a stepwise peer-based approach instead of reinventing the wheel

et al. 2013

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“…In 2010, the Carnegie Foundation's Flexner centenary report related to the future of medical education in the USA (Cooke et al, 2010), endorsed a competency-based approach to curriculum development as a gold standard. Competency-based models are becoming the dominant method for evidence-based curriculum development in the health sciences (Iglar, Whitehead, & Takahashi, 2013;Gruppen et al, 2016;Katajavuori et al, 2017;Lockyer et al, 2017). In line with this, the use of Competency Based Education (CBE) in pharmacy continuing education is becoming increasingly widespread.…”

Section: Curriculum Developmentmentioning

confidence: 99%

Training for team-based care: Development of a continuing education curriculum for General Practice pharmacists in Australia

et al. 2020

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Background: The integration of pharmacists into primary care and general practice teams is expanding. Equipping pharmacists with the skills and knowledge to perform as part of a primary care team will facilitate this expanded scope of practice. Aim: This paper describes the rationale and approach for the development of a competency aligned curriculum of a postgraduate pharmacist education programme in Australia. Methods: The authors describe an evidence-based approach to curriculum development including establishing an educational programme advisory committee, consultation with an expert panel of pharmacy practice educators, and mapping of curriculum to both learning outcomes and competency standards. Conclusions: The curriculum design approach ensures the programme is designed to provide pharmacists with the skills, training and knowledge required to perform the General Practice pharmacist role. The education programme is due to be piloted in 2020, followed by an evaluation to allow further adjustment and improvement of the course design.

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“…Although CanMEDS is the most widely adopted competency framework, little research has been conducted on how curricula informed by it operate in practice. Previous research has focused mainly on the development of assessment instruments (Hall et al 2012 ; Jefferies et al 2011 ; Sherbino et al 2013 ), implementation processes (Frank et al 2010 ; Iglar et al 2013 ; Ringsted et al 2006 ; Rousseau et al 2007 ; Scheele et al 2008 ) and the extent to which graduates feel prepared for practice (Berkenbosch et al 2013 ; Card et al 2006 ; Haji and Steven 2014 ). Given that competency-based education directs attention to learning outcomes, it has seemed logical that research should concentrate on developing valid and reliable assessment instruments to measure these outcomes.…”

Section: Introductionmentioning

confidence: 99%

What supervisors say in their feedback: construction of CanMEDS roles in workplace settings

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Dornan

Gans

et al. 2015

Adv in Health Sci Educ

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The CanMEDS framework has been widely adopted in residency education and feedback processes are guided by it. It is, however, only one of many influences on what is actually discussed in feedback. The sociohistorical culture of medicine and individual supervisors’ contexts, experiences and beliefs are also influential. Our aim was to find how CanMEDS roles are constructed in feedback in a postgraduate curriculum-in-action. We applied a set of discourse analytic tools to written feedback from 591 feedback forms from 7 hospitals, including 3150 feedback comments in which 126 supervisors provided feedback to 120 residents after observing their performance in authentic settings. The role of Collaborator was constructed in two different ways: a cooperative discourse of equality with other workers and patients; and a discourse, which gave residents positions of power—delegating, asserting and ‘taking a firm stance’. Efficiency—being fast and to the point emerged as an important attribute of physicians. Patients were seldom part of the discourses and, when they were, they were constructed as objects of communication and collaboration rather than partners. Although some of the discourses are in line with what might be expected, others were in striking contrast to the spirit of CanMEDS. This study’s findings suggest that it takes more than a competency framework, evaluation instruments, and supervisor training to change the culture of workplaces. The impact on residents of training in such demanding, efficiency-focused clinical environments is an important topic for future research.

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Competency-based education in family medicine

Cited by 16 publications

References 13 publications

Competence-based curriculum development for general practice in Germany: a stepwise peer-based approach instead of reinventing the wheel

Competence-based curriculum development for general practice in Germany: a stepwise peer-based approach instead of reinventing the wheel

Training for team-based care: Development of a continuing education curriculum for General Practice pharmacists in Australia

What supervisors say in their feedback: construction of CanMEDS roles in workplace settings

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