scholarly journals Describing CCFP(EM) programs in Canada: A national survey of program directors

CJEM ◽  
2018 ◽  
Vol 21 (2) ◽  
pp. 274-282
Author(s):  
Avik Nath ◽  
Krishan Yadav ◽  
Jeffrey J. Perry
Keyword(s):  
Skills Training ◽  
Program Directors ◽  
Transition To Practice ◽  
Intrauterine Pregnancy ◽  
Clinical Rotations ◽  
Protected Time ◽  
Content Development ◽  
Abdominal Aortic ◽  
Quality Assurance Project ◽  
Competency Based

AbstractObjectivesEnhanced skills training in emergency medicine through the Canadian College of Family Physicians, CCFP(EM), has existed since the 1980s. Accreditation standards define what every program “must” and “should” have, yet little is known on what is currently done across Canada. Our objectives were to 1) describe major components of CCFP(EM) programs and 2) determine how curricular components are taught.MethodsAfter a rigorous development process (expert content development, cognitive reviews, and pilot testing), a survey questionnaire was administered to all 17 CCFP(EM) program directors using a modified Dillman technique.ResultsAll (17/17) program directors responded. Programs are similar in core clinical rotations conducted and provide ultrasound courses for basic skills (trauma, abdominal aortic aneurysm, intrauterine pregnancy). Variation exists for offering independent ultrasound certification (77%), advanced scanning (18%), and protected time for scanning (53%). All programs utilize high fidelity simulation. Some programs use in situ simulation (18%) and carry out a simulation boot camp (41%). Most centres require an academic project, which is a quality assurance project (53%) and/or a critical appraisal of the literature (59%). Publication or national conference presentations are required by 12% of programs. Competency-based curricula include simulation for rare procedures (88%), direct observations (65%), and a “transition to practice” curriculum (24%). All programs maintain strong connections to family medicine.ConclusionThis study demonstrates the diverse structures of CCFP(EM) programs across Canada. Programs have similar clinical rotations, ultrasound, and simulation requirements. Variation exists in administrative structure and financial resources of programs, academic project requirements, and programs’ competency-based curricula.

scholarly journals LO40: Describing CCFP(EM) programs in Canada: a national survey of program directors

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S20-S21 ◽  
Author(s):  
A. Nath ◽  
K. Yadav ◽  
J. J. Perry
Keyword(s):  
Emergency Medicine ◽  
Skills Training ◽  
Program Directors ◽  
Intrauterine Pregnancy ◽  
Administrative Structure ◽  
In Situ Simulation ◽  
Ultrasound Simulation ◽  
Content Development ◽  
Quality Assurance Project ◽  
Competency Based

Introduction: Enhanced skills training in emergency medicine (EM) for family physicians (CCFP(EM)) has existed since the 1970s. Accreditation standards define what every program must and should have, yet little is known on what is currently done across Canada. Our objectives were to: 1) describe major components of CCFP(EM) programs; and 2) determine how programs incorporate these components into their curriculum. Methods: A rigorous development process included expert content development and in-person pilot testing using Royal College Emergency Medicine Program Directors. An electronic survey questionnaire comprised of 63 questions was administered to all 17 CCFP(EM) program directors using a modified Dillman technique. Non-responders were sent a reminder email every 2 weeks over a 6-week period and an in-person reminder was given to non-responders at a face to face meeting 4 weeks after the initial survey was sent in June 2016. Results: All 17/17 (100%) program directors responded. There was considerable variation in administrative structure and financial support for each program. All programs provided ultrasound courses for basic skills (trauma, abdominal aortic aneurysm, intrauterine pregnancy). Variation exists for offering independent ultrasound certification (77%), advanced scanning (18%) and protected academic time for scanning (53%). All programs utilize high fidelity simulation. Some programs use in situ simulation (18%) and hold a simulation boot camp (41%). Most centres required an academic project, most commonly a quality assurance project (53%) and/or a critical appraisal of the literature (59%). Publication or national conference presentations were required by 12% of programs. Competency based assessments use simulation (88%) and direct observations (53%). Only 24% of programs have a transition to practice curriculum. All programs maintain strong connections to family medicine. Conclusion: This study demonstrates diverse structures of CCFP(EM) programs across Canada. Programs are similar regarding the provision of ultrasound, simulation and protected teaching time. Variation exists in administrative structure and financial resources of each program, academic project requirements, and how programs perform competency based assessments.

scholarly journals Barriers to Implementing the ACGME Outcome Project: A Systematic Review of Program Director Surveys

2012 ◽  
Vol 4 (4) ◽  
pp. 425-433 ◽  
Author(s):  
Mohammad U. Malik ◽  
David A. Diaz Voss Varela ◽  
Charles M. Stewart ◽  
Kulsoom Laeeq ◽  
Gayane Yenokyan ◽  
...  
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Medical Knowledge ◽  
Program Directors ◽  
Faculty Support ◽  
Inclusion Criteria ◽  
Competency Based Education ◽  
Inadequate Knowledge ◽  
Competency Based

Abstract Introduction The Accreditation Council for Graduate Medical Education (ACGME) introduced the Outcome Project in July 2001 to improve the quality of resident education through competency-based learning. The purpose of this systematic review is to determine and explore the perceptions of program directors regarding challenges to implementing the ACGME Outcome Project. Methods We used the PubMed and Web of Science databases and bibliographies for English-language articles published between January 1, 2001, and February 17, 2012. Studies were included if they described program directors' opinions on (1) barriers encountered when attempting to implement ACGME competency-based education, and (2) assessment methods that each residency program was using to implement competency-based education. Articles meeting the inclusion criteria were screened by 2 researchers. The grading criterion was created by the authors and used to assess the quality of each study. Results The survey-based data reported the opinions of 1076 program directors. Barriers that were encountered include: (1) lack of time; (2) lack of faculty support; (3) resistance of residents to the Outcome Project; (4) insufficient funding; (5) perceived low priority for the Outcome Project; (6) inadequate salary incentive; and (7) inadequate knowledge of the competencies. Of the 6 competencies, those pertaining to patient care and medical knowledge received the most responses from program directors and were given highest priority. Conclusions The reviewed literature revealed that time and financial constraints were the most important barriers encountered when implementing the ACGME Outcome Project.

Development of competency-based modular training programs in Kyrgyzstan

2021 ◽  
pp. 140-157
Author(s):  
М.И. Баширова ◽  
В.М. Гаськов ◽  
Н.Л. Шестакова
Keyword(s):  
Vocational Education ◽  
Training Programs ◽  
Skills Training ◽  
Education Programs ◽  
Individual Subject ◽  
Competency Based ◽  
Occupational Standards ◽  
The Individual ◽  
Training Modules ◽  
Assessment Requirements

В статье обсуждается проблема применения профессиональных стандартов (ПС) при разработке программ профобразования на основе требований, предъявляемых к специалистам. Мировой опыт показал, что преподаватели профобразования не подготовлены к содержательной интерпретации ПС и применению их положений в процессе обучения. Имеющиеся в ряде стран национальные образовательные стандарты также не базируются на требованиях, сформулированных в профстандартах, что вносит дополнительные трудности при разработке адекватных программ профобразования. Статья описывает пилотную методологию формирования программ профобразования на основе профессиональных стандартов. Методология была разработана с учетом доступного мирового опыта и апробируется в настоящее время в Республике Кыргызстан в трех отраслях экономики применительно к квалификациям рабочих и техников. Методология привязана к формату профстандартов, применяемому в экономически развитых странах, что обусловило и характер процессов, предлагаемых для интерпретации требований ПС с целью обучения и оценки результатов обучения. Статья определяет формат и категории, используемые в зарубежных профстандартах (стандартах компетентности). Методология нацелена на использование преимуществ детального формата профессиональных стандартов, позволяющего трансформировать единицы стандарта в учебные модули и учитывать в дальнейшем требования ПС в качестве обязательных тем в содержании учебных планов по отдельным дисциплинам. Методология способствует разработке сложных программ профессионального образования, включающих преподавание нескольких или многих индивидуальных дисциплин. В этом смысле модульная учебная программа становится механизмом координации и синхронизации преподавания отдельных дисциплин на основе требований к содержанию и оценке результатов обучения, сформулированных в профстандартах. В статье также излагаются предварительные результаты продвижения новых программ в лицеях и колледжах Кыргызстана. The article focuses on the issue of developing competency-based vocational training programs on the basis of workplace requirements. International experience suggests that vocational education teachers lack capabilities for interpretation and application of occupational standards in training. Some countries which opted for developing national educational standards failed to base them on the requirements of occupational standards. This has brought additional dislocations to taking adequate account of the workplace requirements in the development of vocational education programs. This write-up describes a pilot methodology for developing programs of vocational education on the basis of occupational standards. The methodology has incorporated some elements of the world practice and is currently being piloted in Kyrgyzstan in three industries at the qualification levels of certified worker and technician Diploma. The methodology is bound by the template of occupational standards, applied in the economically advanced nations, what has determined the working processes applied for their interpretation for the purpose of skills training and assessment. The paper explains the format and the categories inherent to the advanced occupational standards, which in some countries are also named “the competency standards”. The methodology takes advantage of the detailed template of occupational standards, which lends itself to organic transformation of units of standards into training modules and, further down, to the individual subject-based courses within the modular program. The methodology permits developing complex vocational education programs, which involve teaching of a few or many individual disciplines. А modular program functions as a mechanism for integration and synchronisation of these individual disciplines on the basis of the skills assessment requirements drawn from the occupational standards. The article describes some preliminary results of piloting of the new programs in lyceums and colleges of Kyrgyzstan.

scholarly journals Formal Versus Informal Judgments: Faculty Experiences With Entrustment in Graduate Medical Education

2018 ◽  
Vol 10 (5) ◽  
pp. 537-542 ◽  
Author(s):  
Karsten A. van Loon ◽  
Pim W. Teunissen ◽  
Erik W. Driessen ◽  
Fedde Scheele
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Program Directors ◽  
Faculty Members ◽  
Extensive Experience ◽  
Faculty Experiences ◽  
Graduate Medical ◽  
Medical Education Program ◽  
Technical Competencies ◽  
Competency Based

ABSTRACT Background  Entrustment of residents has been formalized in many competency-based graduate medical education programs, but its relationship with informal decisions to entrust residents with clinical tasks is unclear. In addition, the effects of formal entrustment on training practice are still unknown. Objective  Our objective was to learn from faculty members in training programs with extensive experience in formal entrustment how formal entrustment relates to informal entrustment decisions. Methods  A questionnaire was e-mailed to all Dutch obstetrics and gynecology program directors to gather information on how faculty entrusts residents with clinical independence. We also interviewed faculty members to explore the relationship between formal entrustment and informal entrustment. Interviews were analyzed with conventional content analysis. Results  Of 92 programs, 54 program directors completed the questionnaire (59% response rate). Results showed that formal entrustment was seen as valuable for generating formative feedback and giving insight into residents' progress in technical competencies. Interviewed faculty members (n = 12) used both formal and informal entrustment to determine the level of resident independence. Faculty reported they tended to favor informal entrustment because it can be reconsidered. In contrast, formal entrustment was reported to feel like a fixed state. Conclusions  In a graduate medical education program where formal entrustment has been used for more than a decade, faculty used a combination of formal and informal entrustment. Informal entrustment is key in deciding if a resident can work independently. Faculty members reported being unsure how to optimally use formal entrustment in practice next to their informal decisions.

scholarly journals The Struggling Infectious Diseases Fellow: Remediation Challenges and Opportunities

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Michael T Melia ◽  
Armando Paez ◽  
Gail Reid ◽  
Lisa M Chirch ◽  
Vera P Luther ◽  
...  
Keyword(s):  
Infectious Diseases ◽  
Performance Management ◽  
Time Management ◽  
Well Being ◽  
Program Directors ◽  
Fellowship Program ◽  
Struggling Learners ◽  
Challenges And Opportunities ◽  
Competency Based ◽  
Knowledge Deficits

Abstract Remediation of struggling learners is a challenge faced by all educators. In recognition of this reality, and in light of contemporary challenges facing infectious diseases (ID) fellowship program directors, the Infectious Diseases Society of America Training Program Directors’ Committee focused the 2018 National Fellowship Program Directors’ Meeting at IDWeek on “Remediation of the Struggling Fellow.” Small group discussions addressed 7 core topics, including feedback and evaluations, performance management and remediation, knowledge deficits, fellow well-being, efficiency and time management, teaching skills, and career development. This manuscript synthesizes those discussions around a competency-based framework to provide program directors and other educators with a roadmap for addressing common contemporary remediation challenges.

scholarly journals How Well Do Core Faculty Understand The Emeregency Medicine Milestones?

2019 ◽  
Vol 21 (1) ◽  
pp. 160-162
Author(s):  
Randy Sorge ◽  
Simiao Li-Sauerwine ◽  
Jorge Fernandez ◽  
Gene Hern
Keyword(s):  
Emergency Medicine ◽  
National Survey ◽  
Response Rate ◽  
Program Directors ◽  
Electronic Media ◽  
Survey Tool ◽  
Core Faculty ◽  
Poor Understanding ◽  
Competency Based ◽  
Single Response

Introduction: It is unclear how emergency medicine (EM) programs educate core faculty about the use of milestones in competency-based evaluations. We conducted a national survey to profile how programs educate core faculty regarding their use and to assess core faculty’s understanding of the milestones. Methods: Our survey tool was distributed over six months in 2017 via the Council of Emergency Medicine Residency Directors (CORD) listserv. Responses, which were de-identified, were solicited from program directors (PDs), assistant/associate program directors (APDs), and core faculty. A single response from a program was considered sufficient. Results: Our survey had a 69.7% response rate (n=140/201). 62.9% of programs reported educating core faculty about the EM Milestones via the distribution of physical or electronic media. Although 82.6% of respondents indicated that it was important for core faculty to understand how the EM Milestones are used in competency-based evaluations, respondents estimated that 48.6% of core faculty possess “fair or poor” understanding of the milestones. Furthermore, only 50.7% of respondents felt that the EM Milestones were a valuable tool. Conclusion: These data suggest there is sub-optimal understanding of the EM Milestones among core faculty and disagreement as to whether the milestones are a valuable tool.

scholarly journals Collaborating for Competency—A Model for Single Electronic Health Record Onboarding for Medical Students Rotating among Separate Health Systems

2018 ◽  
Vol 09 (01) ◽  
pp. 199-204 ◽  
Author(s):  
Anne Pereira ◽  
Michael Kim ◽  
Marcus Seywerd ◽  
Brooke Nesbitt ◽  
Michael Pitt ◽  
...  
Keyword(s):  
Medical Students ◽  
Electronic Health Record ◽  
Health Systems ◽  
Clinical Training ◽  
Single Type ◽  
Health Record ◽  
Clinical Rotations ◽  
Academic Medical ◽  
Competency Based ◽  
Electronic Health

Background Use of the electronic health record (EHR) is widespread in academic medical centers, and hands-on EHR experience in medical school is essential for new residents to be able to meaningfully contribute to patient care. As system-specific EHR training is not portable across institutions—even when the same EHR platform is used—students rotating across health systems are often required to spend time away from clinical training to complete each system's, often duplicative, EHR training regardless of their competency within the EHR. Methods We aimed to create a single competency-based Epic onboarding process that would be portable across all the institutions in which our medical students complete clinical rotations. In collaboration with six health systems, we created online EHR training modules using a systematic approach to curriculum development and created an assessment within the Epic practice environment. Results All six collaborating health systems accepted successful completion of the developed assessment in lieu of standard site-specific medical student EHR training. In the pilot year, 443 students (94%) completed the modules and assessment prior to their clinical training and successfully entered clinical rotations without time consuming, often repetitive onsite training, decreasing the cumulative time as student might be expected to engage in Epic onboarding as much as 20-fold. Conclusion Medical schools with multisystem training sites with a single type of EHR can adopt this approach to minimize training burden for their learners and to allow them more time in the clinical setting with optimized access to the EHR.

scholarly journals Robotic surgery basic skills training: Evaluation of a pilot multidisciplinary simulation-based curriculum

2013 ◽  
Vol 7 (11-12) ◽  
pp. 430 ◽  
Author(s):  
Kirsten Foell ◽  
Antonio Finelli ◽  
Kazuhiro Yasufuku ◽  
Marcus Q. Bernardini ◽  
Thomas K Waddell ◽  
...  
Keyword(s):  
Robotic Surgery ◽  
Da Vinci ◽  
Basic Skills ◽  
Skills Training ◽  
Educational Process ◽  
Simulation Based ◽  
Robotic Skills ◽  
Competency Based ◽  
Multidisciplinary Simulation ◽  
The Impact

Purpose: Simulation-based training improves clinical skills, while minimizing the impact of the educational process on patient care. We present results of a pilot multidisciplinary, simulation-based robotic surgery basic skills training curriculum (BSTC) for robotic novices.Methods: A 4-week, simulation-based, robotic surgery BSTC was offered to the Departments of Surgery and Obstetrics & Gynecology (ObGyn) at the University of Toronto. The course consisted of various instructional strategies: didactic lecture, self-directed online training modules, introductory hands-on training with the da Vinci robot (dVR) (Intuitive Surgical Inc., Sunnyvale, CA), and dedicated training on the da Vinci Skills Simulator (Intuitive Surgical Inc., Sunnyvale, CA) (dVSS). A third of trainees participated in competency-based dVSS training, all others engaged in traditional time-based training. Pre- and post-course skill testing was conducted on the dVR using 2 standardized skill tasks: ring transfer (RT) and needle passing (NP). Retention of skills was assessed at 5 months post-BSTC.Results: A total of 37 participants completed training. The mean task completion time and number of errors improved significantly post-course on both RT (180.6 vs. 107.4 sec, p < 0.01 and 3.5 vs. 1.3 sec, p < 0.01, respectively) and NP (197.1 vs. 154.1 sec, p < 0.01 and 4.5 vs. 1.8 sec, p = 0.04, respectively) tasks. No significant difference in performance was seen between specialties. Competency-based training was associated with significantly better post-course performance. The dVSS demonstrated excellent face validity.Conclusions: The implementation of a pilot multidisciplinary, simulation-based robotic surgery BSTC revealed significantly improved basic robotic skills among novice trainees, regardless of specialty or level of training. Competency-based training was associated with significantly better acquisition of basic robotic skills.

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