Reflections on Competency-Based Education and Training for Surgical Residents

Sonnadara, Ranil; Mui, Carween; McQueen, Sydney; Mironova, Polina; Nousiainen, Markku; Safir, Oleg; Kraemer, William J.; Ferguson, Peter C.; Alman, Benjamin A.; Reznick, Richard K.

doi:10.1016/j.jsurg.2013.06.020

Cited by 106 publications

(77 citation statements)

References 53 publications

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“…While the Accreditation Council of Graduate Medical Education (ACGME) has appropriately implemented a competency-based approach that focuses on milestone achievement during resident training in an effort to improve the performance of graduating residents, this approach that focuses on six domains (i.e., patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systemsbased practice 5 ) does not appear to adequately address the aforementioned psychological factors that could negatively impact surgical performance. The inherent psychological demands of surgery, the evolution of surgical techniques, and an increased emphasis on patient safety highlight the need for the development of additional methods to enhance the performance of surgeons.…”

Section: Introductionmentioning

confidence: 99%

Application of Mental Skills Training in Surgery: A Review of Its Effectiveness and Proposed Next Steps

Anton

Bean²,

Hammonds

et al. 2017

Journal of Laparoendoscopic & Advanced Surgical Techniques

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Section: Introductionmentioning

confidence: 99%

Application of Mental Skills Training in Surgery: A Review of Its Effectiveness and Proposed Next Steps

Anton

Bean²,

Hammonds

et al. 2017

Journal of Laparoendoscopic & Advanced Surgical Techniques

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“…CBT is more about how we teach than technical skills alone. 41 Apart from technical skill, developing surgical competence also requires good judgement, communication and professionalism. As these core attributes are not simply absorbed or ubiquitous, they must also be taught and assessed as part of the training programme.…”

Section: Discussionmentioning

confidence: 99%

From humble beginnings … the evolution of the FRACS (Urology)

Pirpiris

Chung

Rashid

2017

ANZ Journal of Surgery

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Background: Surgery has a rich and colourful history dating as far back as, at least, the Neolithic period. There have been many advances in knowledge and technology, as well as changes to working conditions and public perception and expectations. The urology training programme is jointly managed by the Royal Australasian College of Surgeons and the Urological Society of Australia and New Zealand. Urological training in Australia and New Zealand has undergone a number of changes over the years. Methods: A PubMed search was performed to find articles related to surgical training and, more specifically, urological training in Australia and New Zealand. The search terms that were used included 'urology training', 'surgical training', 'Australian urology history' and 'New Zealand urology history'. Results: This narrative review outlines the origin and history of this training programme and describes the changes that have led to the current model of urology training. It also relates some of the current and future challenges faced as the training programme continues to evolve in order to improve its ability to train future urologists to meet the needs of the community and to ensure public safety. Conclusion: The urological training programme has evolved a number of times in order to tackle the challenges presented by evolving technology, community expectation and the needs of the trainee.

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“…The first program was launched in the Department of Orthopedic Surgery at the University of Toronto in 2009. Since then, the program has enjoyed considerable success and is particularly recognized for its accomplishments in improving technical skill performance in early training 5,[22][23][24][25] and reducing the length of training for most residents. 24 Although the increased use of simulation-based skills training in this program has led to some largely front-end loaded increases in cost, 5,25 a shortened duration of specialty training could potentially reduce training costs by up to $100,000 for each personyear of residency that is eliminated.…”

Section: Competency-based Medical Education: What Already Exists?mentioning

confidence: 99%

“…Nevertheless, there is multisource evidence to suggest that CBME does provide significant tangible benefits when compared with traditional training. 5,[22][23][24][25]30,31 These benefits include improved clinical performance, acceleration of training, and improved patient outcomes. Another common criticism of CBME is its use of a standard of so-called ''minimal competence'' to assess learner progress.…”

Section: Residentsmentioning

confidence: 99%

Curriculum reform for residency training: competence, change, and opportunities for leadership

Fraser

Stodel

Chaput

2016

Can J Anesth/J Can Anesth

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Purpose Certain pressures stemming from within the medical community and from society in general, such as the need for increased accountability in resident training and restricted resident duty hours, have prompted a re-examination of methods for training physicians. Leaders in medical education in North America and around the world champion competency-based medical education (CBME) as a solution. The Department of Anesthesiology at the University of Ottawa launched Canada's first CBME program for anesthesiology residents on July 1, 2015. In this paper, we discuss the opportunities and challenges associated with CBME and delineate the elements of the new CBME program at the University of Ottawa. Source Review of the current literature. Principal findings Competency-based medical education addresses some of the challenges associated with physician training, such as ensuring that specialists are competent in all key areas and reducing training costs. In principle, competency-based medical education can better meet the needs of patients, providers, and other stakeholders in the healthcare system, but its success will depend on support from all involved. As CBME is implemented, anesthesiologists have the opportunity to become leaders in innovation and medical education. The University of Ottawa has implemented a CBME program with a twofold purpose, namely, to focus learning opportunities on the development of the specific competencies required of practicing anesthesiologists and to test the effectiveness of a reduction in the length of training. Conclusion Canadian anesthesia residency programs will soon transition to CBME in order to promote better transparency, accountability, fairness, fiscal responsibility, and patient safety. Competency-based medical education offers significant potential advantages for healthcare stakeholders. RésuméObjectif Certaines pressions provenant de la communauté médicale et de la société en général, telles que la nécessité d'une imputabilité accrue lors de la résidence et des heures réduites pour les résidents, ont motivé un réexamen des méthodes de formation des médecins. Les chefs de file de la formation médicale en Amérique du Nord et de par le monde prô nent la formation médicale fondée sur les compétences (FMFC) comme solution. Le département d'anesthésiologie de l'Université d'Ottawa a lancé le premier programme canadien de FMFC destiné aux résidents en anesthésiologie le 1 er juillet 2015. Dans cet article, nous présentons les occasions et les défis associés à la FMFC et décrivons les éléments du nouveau programme de FMFC de l'Université d'Ottawa. Source Revue de la littérature actuelle. Constatations principales La formation médicale fondée sur les compétences relève certains des défis associés à la formation des médecins, tels que de garantir que les

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Reflections on Competency-Based Education and Training for Surgical Residents

Cited by 106 publications

References 53 publications

Application of Mental Skills Training in Surgery: A Review of Its Effectiveness and Proposed Next Steps

Application of Mental Skills Training in Surgery: A Review of Its Effectiveness and Proposed Next Steps

From humble beginnings … the evolution of the FRACS (Urology)

Curriculum reform for residency training: competence, change, and opportunities for leadership

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