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Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education.

ABSTRACT: Postgraduate medical education is an essential societal enterprise that prepares highly skilled physicians for the health workforce. In recent years, PGME systems have been criticized worldwide for problems with variable graduate abilities, concerns about patient safety, and issues with teaching and assessment methods. In response, competency based medical education approaches, with an emphasis on graduate outcomes, have been proposed as the direction for 21st century health profession education. However, there are few published models of large-scale implementation of these approaches. We describe the rationale and design for a national, time-variable competency-based multi-specialty system for postgraduate medical education called Competence by Design. Fourteen innovations were bundled to create this new system, using the Van Melle Core Components of competency based medical education as the basis for the transformation. The successful execution of this transformational training system shows competency based medical education can be implemented at scale. The lessons learned in the early implementation of Competence by Design can inform competency based medical education innovation efforts across professions worldwide.

SUBMITTER: Frank JR

PROVIDER: S-EPMC10959143 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature

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Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education.

Frank Jason R JR Karpinski Jolanta J Sherbino Jonathan J Snell Linda S LS Atkinson Adelle A Oswald Anna A Hall Andrew K AK Cooke Lara L Dojeiji Susan S Richardson Denyse D Cheung Warren J WJ Cavalcanti Rodrigo B RB Dalseg Timothy R TR Thoma Brent B Flynn Leslie L Gofton Wade W Dudek Nancy N Bhanji Farhan F Wong Brian M-F BM Razack Saleem S Anderson Robert R Anderson Robert R Dubois Daniel D Boucher Andrée A Gomes Marcio M MM Taber Sarah S Gorman Lisa J LJ Fulford Jane J Naik Viren V Harris Kenneth A KA St Croix Rhonda R van Melle Elaine E

Perspectives on medical education 20240318 1

Postgraduate medical education is an essential societal enterprise that prepares highly skilled physicians for the health workforce. In recent years, PGME systems have been criticized worldwide for problems with variable graduate abilities, concerns about patient safety, and issues with teaching and assessment methods. In response, competency based medical education approaches, with an emphasis on graduate outcomes, have been proposed as the direction for 21st century health profession education ...[more]

PMID: 38525203

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Project description:PurposeTo explore the transformational leadership competency of graduates from one medical university in China and its influencing variables.MethodFrom 2020 to 2021, 851 medical graduates from seven hospitals affiliated with the Capital Medical University participated in this survey. The authors conducted a cross-sectional study to assess transformational leadership competency, particularly from three aspects, including values, Emotional Intelligence (EI) abilities, and behaviors using the socially responsible leadership scale (SRLS), emotionally intelligent leadership, and student leadership practices inventory (EILI and SLPI).ResultsThe SRLS scores were medium except for 'controversy with civility'. The EILI scores were medium. The SLPI scores were high except for 'enable others to act' and 'encourage the heart'. The influencing variables of SRLS, EILI, and SLPI were serving as student cadres, serving longer than two semesters (p = 0.01, 0.02 in EILI and SLPI), joining student organizations, participating in social practice, voluntary service (p = 0.001 in SLPI), in training classes for student cadres (p = 0.02, 0.01, 0.02 in SRLS, EILI, and SLPI), and attending lectures on leadership (except for indicated, p < 0.001). Regression analysis showed that attending lectures on leadership was associated with high SRLS, EILI, and SLPI scores (p = 0.04, SRLS; p < 0.001, others), and SRLS and EILI scores could affect SLPI score (F = 2674.44, p < 0.001, R2 = 0.86).ConclusionsMedical graduates' transformational leadership competency at the Capital Medical University was medium measured from values, EI abilities, and behaviors. Group analysis indicated that knowledge learning, organizational involvement, and social/community involvement were associated with leadership capacity building, meanwhile, leaders' values and EI abilities would affect their behaviors, suggesting medical graduates should undertake leadership training from both knowledge learning and practicing.

Dataset Information

Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education.

Publications

Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education.

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