Buttemer Samantha, Hall Jena, Berger Liora, Weersink Kristen, Dagnone J Damon
Queen's University, Ontario, Canada.
Can Med Educ J. 2020 Mar 16;11(1):e124-e129. doi: 10.36834/cmej.67919. eCollection 2020 Mar.
The Royal College of Physicians and Surgeons of Canada (RCPSC) is transforming its national approach to postgraduate medical education by transitioning all specialty programs to competency based medical education (CBME) curriculums over a seven-year period. Queen's University, with special permission from the RCPSC, launched CBME curricula for all incoming residents across its 29 specialty programs in July 2017. Resident engagement, empowerment, and co-production through this transition has been instrumental in successful implementation of CBME at Queen's University. This article aims to use our own experience at Queen's in the context of current literature and rooted in change leadership theory, to provide a guide for educators, learners, and institutions on how to leverage the interest and enthusiasm of trainees in the transition to CBME in postgraduate training. The following ten tips provides a model for avoiding the "black ice" type pitfalls that can arise with learner involvement and ensure a smoother transition for other institutions moving forward with CBME implementation.
加拿大皇家内科医师与外科医师学院（RCPSC）正在转变其全国性的研究生医学教育方法，计划在七年内将所有专科项目过渡到基于能力的医学教育（CBME）课程体系。女王大学在获得RCPSC特别许可后，于2017年7月为其29个专科项目的所有新入学住院医师推出了CBME课程。在这一过渡过程中，住院医师的参与、赋权和共同协作对于CBME在女王大学的成功实施起到了关键作用。本文旨在结合当前文献，并基于变革领导力理论，利用我们在女王大学的自身经验，为教育工作者、学习者和机构提供一份指南，介绍如何在研究生培训向CBME过渡的过程中，激发学员的兴趣和热情。以下十条建议提供了一个模型，用于避免在学习者参与过程中可能出现的“黑冰”式陷阱，并确保其他推进CBME实施的机构能够实现更平稳的过渡。
