A systems approach for institutional CBME adoption at Queen's University. (2nd August 2020)

• Record Type: Journal Article
• Authors: Stockley, Denise; Egan, Rylan; Van Wylick, Richard; Hastings Truelove, Amber; McEwen, Laura; Dagnone, Damon; Walker, Ross; Flynn, Leslie; Reznick, Richard
• Is Part Of: Medical teacher. Volume 42:Number 8(2020)
• Page Start: 916
• Page End: 921
• Publication Date: 2020-08-02
• Subjects: Curriculum -- education environment -- medical education research; Medical education -- Periodicals; 610.711
• DOI: 10.1080/0142159X.2020.1767768
• Languages: English
• ISSNs: 0142-159X

Abstract

Abstract: The Royal College of Physicians and Surgeons of Canada (RCPSC) has begun the transition to Competency by Design (CBD), a new curricular model for residency education that 'ensure[s] competence, but teaches for excellence'. By 2022, all Canadian specialty programs are anticipated to have completed the CBD cohort process which includes workshops facilitated by a Royal College Clinician Educator. Queen's University in Ontario, Canada, was granted approval by the RCPSC to embark upon an accelerated path to competency-based medical education (CBME) for all our postgraduate specialties. This accelerated path allowed us to take an institutional approach for CBME implementation and ensure that all specialities were part of a system-wide change. Our unique institution-wide approach to CBD is the first of its kind across Canada. From both a theoretical and practical perspective we undertook CBME using a systems approach that allowed us to build the foundations for CBME, implement the change, and plan for sustainability. This has created opportunities to bridge and connect the various programs involved in the implementation of CBME on Queen's campus. The systems approach was an essential part of our strategy to develop a community dedicated to ensuring a successful CBME implementation.