Mishra Siddharth, Chung Andrew, Rogoza Christina, Islam Omar, Mussari Benedetto, Wang Xi, Dagnone Damon, Cofie Nicholas, Dalgarno Nancy, Kwan Benjamin Y M
Department of Diagnostic Radiology, Kingston Health Sciences Centre, Kingston, Ontario, Canada.
12363Queen's University Faculty of Health Sciences, Kingston, Ontario, Canada.
Can Assoc Radiol J. 2021 Nov;72(4):678-685. doi: 10.1177/0846537121993058. Epub 2021 Mar 3.
All postgraduate residency programs in Canada are transitioning to a competency-based medical education (CBME) model divided into 4 stages of training. Queen's University has been the first Canadian institution to mandate transitioning to CBME across all residency programs, including Diagnostic Radiology. This study describes the implementation of CBME with a focus on the third developmental stage, Core of Discipline, in the Diagnostic Radiology residency program at Queen's University. We describe strategies applied and challenges encountered during the adoption and implementation process in order to inform the development of other CBME residency programs in Diagnostic Radiology.
At Queen's University, the Core of Discipline stage was developed using the Royal College of Physicians and Surgeons of Canada's (RCPSC) competence continuum guidelines and the CanMEDS framework to create radiology-specific entrustable professional activities (EPAs) and milestones for assessment. New committees, administrative positions, and assessment strategies were created to develop these assessment guidelines. Currently, 2 cohorts of residents (n = 6) are enrolled in the Core of Discipline stage.
EPAs, milestones, and methods of evaluation for the Core of Discipline stage are described. Opportunities during implementation included tracking progress toward educational objectives and increased mentorship. Challenges included difficulty meeting procedural volume requirements, inconsistent procedural tracking, improving feedback mechanisms, and administrative burden.
The transition to a competency-based curriculum in an academic Diagnostic Radiology residency program is significantly resource and time intensive. This report describes challenges faced in developing the Core of Discipline stage and potential solutions to facilitate this process.
加拿大所有研究生住院医师培训项目都在向基于胜任力的医学教育（CBME）模式过渡，该模式分为4个培训阶段。女王大学是加拿大第一所要求所有住院医师培训项目，包括诊断放射学项目，都向CBME过渡的机构。本研究描述了CBME在女王大学诊断放射学住院医师培训项目中的实施情况，重点关注第三个发展阶段——学科核心阶段。我们描述了在采用和实施过程中应用的策略以及遇到的挑战，以便为其他诊断放射学CBME住院医师培训项目的发展提供参考。
在女王大学，学科核心阶段是根据加拿大皇家内科医师和外科医师学院（RCPSC）的能力连续统一体指南以及CanMEDS框架制定的，以创建放射学特定的可托付专业活动（EPA）和评估里程碑。为制定这些评估指南，设立了新的委员会、行政职位和评估策略。目前，有2组住院医师（n = 6）参加学科核心阶段培训。
描述了学科核心阶段的EPA、里程碑和评估方法。实施过程中的机遇包括跟踪教育目标的进展情况以及增加指导。挑战包括难以满足程序量要求、程序跟踪不一致、改进反馈机制以及行政负担。
学术性诊断放射学住院医师培训项目向基于胜任力的课程过渡需要大量资源和时间。本报告描述了在制定学科核心阶段时面临的挑战以及促进这一过程的潜在解决方案。
