Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper

Sirianni, Giovanna; Takahashi, Susan Glover; Myers, Jeff

doi:10.1080/0142159x.2020.1763285

Cited by 25 publications

(12 citation statements)

References 26 publications

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“…If faculty development programs are to have impact, we believe they should be made up of several self-reinforcing workshops that provide opportunities for behaviour review, practice, reflection, and reinforcement. 2,4 Now since the clarion call is given already and the tryst with future is in the hands of faculty, we need to be proactive in identifying the challenges early and embark on identifying best practices for faculty development in India. Anticipated barriers to implementation need to be identified and addressed out at the planning stage itself.…”

Section: Discussionmentioning

confidence: 99%

“…A framework of teaching tasks is required for the faculty to track and reflect on their progress. 4 The medical council of India has developed and implemented a well-structured faculty development program in India. Though the history of faculty development in India is long with establishment of national teacher training centres (NTTC) as far back as 1974.…”

Section: Introductionmentioning

confidence: 99%

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Faculty development programs for implementing competency based medical education in India: challenges and opportunities

Nagaraja

Devi

2021

Int J Community Med Public Health

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India has rolled out competency based medical education which means a thorough overhaul of pedagogical and assessment methods. Several new components are introduced which require focussed faculty training and handholding at times. The erstwhile medical council of India had prepared a meticulous roadmap for this and dedicated faculty development programs were initiated for the smooth and effective transition into CBME. The possible challenges and gaps in faculty development are discussed with available options in this paper. To discharge their duties efficiently, the competencies for the faculty also need to be defined and they should progress from ‘knows’ level to ‘does’ level through longitudinal faculty development programs. The fidelity testing is the key for transfer of learning during FDP for the benefit of the students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Faculty development programs for implementing competency based medical education in India: challenges and opportunities

Nagaraja

Devi

2021

Int J Community Med Public Health

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“…Feedback to faculty on the quality of their assessments is an important component of training. 63 Faculty who attended a workshop or reviewed materials are not done with their training; rather, training is an ongoing process of continuous improvement for educators, just as clinicians continue to learn and improve in their clinical practice. Using a structured tool to measure quality of faculty ratings and narrative assessments of learners' clinical performance and then providing that information to faculty raters improves their subsequent assessment quality.…”

Section: Provide Faculty Development On Bias and Fairness In Assessmentmentioning

confidence: 99%

“My Assessments Are Biased!” Measurement and Sociocultural Approaches to Achieve Fairness in Assessment in Medical Education

et al. 2023

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Assessing learners is foundational to their training and developmental growth throughout the medical education continuum. However, growing evidence shows the prevalence and impact of harmful bias in assessments in medical education, accelerating the urgency to identify solutions. Assessment bias presents a critical problem for all stages of learning and the broader educational system. Bias poses significant challenges to learners, disrupts the learning environment, and threatens the pathway and transition of learners into health professionals. While the topic of assessment bias has been examined within the context of measurement literature, limited guidance and solutions exist for learners in medical education, particularly in the clinical environment. This article presents an overview of assessment bias, focusing on clinical learners. A definition of bias and its manifestations in assessments are presented. Consequences of assessment bias are discussed within the contexts of validity and fairness and their impact on learners, patients/caregivers, and the broader field of medicine. Messick’s unified validity framework is used to contextualize assessment bias; in addition, perspectives from sociocultural contexts are incorporated into the discussion to elaborate the nuanced implications in the clinical training environment. Discussions of these topics are conceptualized within the literature and the interventions used to date. The article concludes with practical recommendations to overcome bias and to develop an ideal assessment system. Recommendations address articulating values to guide assessment, designing assessment to foster learning and outcomes, attending to assessment procedures, promoting continuous quality improvement of assessment, and fostering equitable learning and assessment environments.

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“…6,16 In other specialties, provision of professional development activities (PDAs) pertaining to CBD has been identified as being among those strategies integral to achieving these goals. 6,[17][18][19][20][21][22] The objectives of this study were to evaluate diagnostic radiology faculty and residents' knowledge and perceptions of CBD, an established CBME model, and to identify evidence-informed priorities for associated PDAs. Based on our observations and review of the literature, we subsequently propose a framework for PDAs, which may be used by diagnostic radiology PGME programs in preparation for the implementation of CBD or other CBME models.…”

Section: Introductionmentioning

confidence: 99%

Knowledge and Perceptions of Competency-Based Medical Education in Diagnostic Radiology Post-Graduate Medical Education: Identifying Priorities and Developing a Framework for Professional Development Activities

et al. 2022

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Introduction: We evaluated knowledge and perceptions of an established Competency-Based Medical Education (CBME) model developed by the Royal College of Physicians and Surgeons of Canada, Competence by Design (CBD), and identified evidence-informed priorities for professional development activities (PDAs). Materials and Methods: Teaching faculty and residents at a single, large diagnostic radiology post-graduate medical education (PGME) program were eligible to participate in this cross-sectional, survey-based study. Knowledge of CBD was evaluated through multiple choice questions (MCQs), which assessed participants’ understanding of major principles and terms associated with CBD. Participants’ perceptions of the anticipated impact of CBD on resident education and patient care were evaluated and priorities for PDAs were identified, which informed a framework for CBD PDAs. Results: Fifty faculty and residents participated. The faculty and resident response rates were 11.6% (n = 29/249) and 55.3% (n = 21/38), respectively. The mean ± standard deviation overall score on MCQs was 39.0% ± 20.4%. The majority of participants perceived the impact of CBD on resident education to be equivocal and to not impact patient care. Knowledge of CBD was not statistically significantly associated with participants’ perceptions of the impact of CBD on either resident education or patient care ( P > .05). Delivery of high-quality feedback was the greatest priority identified for PDAs. Discussion: Our results and proposed CBD PDAs framework may help to guide diagnostic radiology PGME programs in designing evidence-informed PDAs, which may meaningfully contribute to the successful implementation of CBD in diagnostic radiology PGME. As diagnostic radiology PGME programs throughout the world increasingly implement CBME models, evidence-informed PDAs will become of increasing importance.

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Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper

Cited by 25 publications

References 26 publications

Faculty development programs for implementing competency based medical education in India: challenges and opportunities

Faculty development programs for implementing competency based medical education in India: challenges and opportunities

“My Assessments Are Biased!” Measurement and Sociocultural Approaches to Achieve Fairness in Assessment in Medical Education

Knowledge and Perceptions of Competency-Based Medical Education in Diagnostic Radiology Post-Graduate Medical Education: Identifying Priorities and Developing a Framework for Professional Development Activities

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