Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Canada.
Royal College of Physicians and Surgeons of Canada, Saskatoon, Canada.
Med Teach. 2021 Jul;43(7):801-809. doi: 10.1080/0142159X.2021.1925100. Epub 2021 May 25.
Medical education is situated within health care and educational organizations that frequently lag in their use of data to learn, develop, and improve performance. How might we leverage competency-based medical education (CBME) assessment data at the individual, program, and system levels, with the goal of redefining CBME from an initiative that supports the development of physicians to one that also fosters the development of the faculty, administrators, and programs within our organizations? In this paper we review the Deliberately Developmental Organization (DDO) framework proposed by Robert Kegan and Lisa Lahey, a theoretical framework that explains how organizations can foster the development of their people. We then describe the DDO's conceptual alignment with CBME and outline how CBME assessment data could be used to spur the transformation of health care and educational organizations into digitally integrated DDOs. A DDO-oriented use of CBME assessment data will require intentional investment into both the digitalization of assessment data and the development of the people within our organizations. By reframing CBME in this light, we hope that educational and health care leaders will see their investments in CBME as an opportunity to spur the evolution of a developmental culture.
医学教育处于医疗保健和教育组织中，这些组织在利用数据进行学习、发展和提高绩效方面往往存在滞后。我们如何在个人、项目和系统层面上利用基于能力的医学教育（CBME）评估数据，将 CBME 从支持医生发展的举措重新定义为也促进我们组织内教师、管理人员和项目发展的举措？在本文中，我们回顾了罗伯特·基根（Robert Kegan）和丽莎·拉希（Lisa Lahey）提出的刻意发展型组织（DDO）框架，这是一个解释组织如何促进其人员发展的理论框架。然后，我们描述了 DDO 与 CBME 的概念一致性，并概述了如何使用 CBME 评估数据来推动医疗保健和教育组织向数字化集成的 DDO 转型。DDO 导向的 CBME 评估数据使用需要对评估数据的数字化和组织内部人员的发展进行有意投资。通过从这个角度重新构建 CBME，我们希望教育和医疗保健领导者将他们在 CBME 上的投资视为激发发展文化演变的机会。
