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Competency-based Curriculum - An Overview on Development, Implementation & Accreditation. AAMC Annual Meeting – November 8, 2011. Current Directions in Competency Based Learning and Assessment. Robert Englander, MD, MPH. - PowerPoint PPT Presentation
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Competency-based Curriculum - An Overview on Development, Implementation & Accreditation
AAMC Annual Meeting – November 8, 2011
Current Directions in Competency Based Learning and Assessment
Robert Englander, MD, MPH
“The best thing for being sad. . .is to learn something. That is the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins… you may see the world around you devastated by evil lunatics, or know your honor trampled in the sewers of baser minds. There is only one thing for it then--to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the thing for you.”
Merlyn from TH White’s The Once and Future King
Learning Objectives:
1. Briefly explore the rationale for the paradigm shift to CBME
2. Enumerate challenges in the transition to CBME
3. Discuss current AAMC efforts to advance CBME
4. Begin to envision and create the future!
Competency-Based Medical Education: Why switch?
Why Switch?
1980s-1990s-Increased pressure from public for physician ACCOUNTABILITY and QUALITY
Why Switch?IOM was addressing the public’s concerns through an evaluation of Quality in Health Care, resulting in:
To Err is Human (1999) Crossing the Quality Chasm (2001)
Why Switch?Simultaneously and in response to the public outcries, the AAMC and ACGME focused on how we educate and evaluate physiciansThe MSOP and the ACGME Outcome Projects• Shifted focus from input (curriculum and teacher-driven)
to outcomes (learner-driven)• Defined the medical professional through “domains” of
competence
Why Switch?Thus, the focus on competency-based outcomes is the medical profession’s response to a public outcry• Outcomes drive curriculum increased accountability
The Paradigm ShiftVariable Structure/
ProcessCompetencyBased
Driving Force for Curriculum
Content & Knowledge Acquisition
Outcomes &Knowledge application
Driving Force for Process
Teacher Learner (s)
Path of Learning Hierarchy No Hierarchy
Responsibility For Learning
Teacher Student and Teacher
Framework for Evaluation of CompetenceVariable Structure/
ProcessCompetency-Based
Typical Assessment Tool
Proxy Authentic
Location of Assessment
Removed In the trenches
Evaluation Norm Referenced Criterion Referenced
Framework for Evaluation of Competence
Variable Structure/Process
Competency-Based
Typical Evaluation Tool
Subjective and Single
Objective and Multiple
Timing of Evaluation
Emphasis on summative
Emphasis on formative
Design Down ProcessGeneration of exit outcomes Course outcomes Outcomes for individual learning experiences
From Harden et al. An introduction to outcome-based education. Medical Teacher 200
Defining the Competencies
Patient Care (PC)Medical Knowledge (MK)Practice-Based Learning and Improvement (PBLI)Interpersonal and Communication Skills (ICS)Professionalism (P)Systems-Based Practice (SBP)
Sub-Competencies:Patient CareGather essential informationMake informed diagnostic/therapeutic decisionsCarry out management plansCounsel patients and familiesProvide health maintenance/anticipatory guidanceUse information technology to optimize care
The Perfect Storm• MSOP• Outcome Project• IOM reports• MOC/MOL• Carnegie Report -100 years after Flexner
Phase 1: July 2001 – June 2002
Phase 2: July 2002 – June 2006
Phase 3: July 2006 – June 2011
Phase 4: July 2011 and beyond
Response to the Change in Requirements
Focusing the Definitions and Assessments of the 6 Competencies
Full Integration of Competency Assessment and Clinical Care Outcomes
Expansion….. Develop and Share Models of Excellence
Adapted from www.acgme.org
ACGME Core Competencies2002
Programs were provided:
Little guidance
No tools for assessment
Little time for preparation
Challenge #1Assessment of competencies, including defining and recognizing “competence” at key transition points, such as:• Transition to clinical clerkships• Transition to junior resident (primary caregiver
with supervision)• Transition to supervisory resident• Transition to fellowship• Transition to practice
SolutionsThe Milestones Project (ACGME and ABMS sponsored)• Advanced stage for Pediatrics, Surgery and IM• In process for Ob/Gyn, Urology• Developing teams to work on Milestones for
most other specialties
Solutions
EPAC: Education in Pediatrics Across the Continuum (Debbie Powell leads with AAMC as key sponsor, partnering with ACGME, ABP)
Challenge #2
Reductionist vs Holistic Approach. Bringing Assessment into Real World Context
Solutions
Entrustable Professional Activities1-2: EPAsEPAC seeks to use EPAs to define competence at the various transition points
1. ten Cate O. Entrustability of professional activities and competency-based training. Medical Education. 2005;39(12):1176-1177.
2. ten Cate O, Scheele F. Competency-based postgraduate training: Can we bridge the gap between theory and clinical practice? Academic Medicine. Jun 2007;82(6):542-547.
Challenge #3
Completing the transition to competency-based education• Seamless approach from pre-medical
requirements through the span of a physician’s career
• Variable time, learner-centered education (moving away from one-size-fits-all)
Solutions
• EPAC• Other specialties?
Challenge #4
Understanding, teaching, and assessing the new competencies :PBLI and SBP
Solutions• Inter-professional Education Collaboration
(IPEC) Competencies defined Pilot projects starting
• MedEdPortal: Over 150 curriculum focused on PBLI and SBP defined and linked to the competencies
• Aligning and Educating for Quality (AE4Q)• Medical School Admissions Transformation
Challenge #5Documenting performance levels in a manner that informs:• Life-long learner-centered improvement• Efficient documentation of competence for
licensing, credentialing, and certification• Programmatic opportunities for improvement
(UME, GME, CME)• Accountability to the public
Solutions
eFolio Connector (eFC)Joint project of the NBME and AAMC
Challenge #6
Faculty development for all of the above!
Solution
Teaching 4 Quality(Te4Q)
Thank you!
Questions?
Competency-based medical education at UCSF
Susan Masters, PhDAssociate Dean, CurriculumUndergraduate Medical EducationUniversity of California, San Francisco
CBME is being integrated into existing UCSF curriculum
1st yearFoundations of Patient Care (FPC)FPC
PrologueOrgans CV Organs P/R M&N BMB
4th year AdvanClerk
AdvanClerk
AdvanClerk
AdvanClerk
AdvanClerk
AdvanClerk
AdvanClerk
AdvanClerkCodaAdvan
Clerk
2nd year I-3 Life CycleFPC
M-3FPC Core Clerkship
Block 1CC2
Sept Nov Jan Mar May July
Core Clerkship Block 4
Core Clerkship Block 3
Core Clerkship Block 5
Core Clerkship Block 6
AdvanClerk
AdvanClerk
AdvanClerk
CC23rd year
CBME at UCSF has come a long wayTEAM/RESOURCES STAGES
TARGET
SUCCESSFACTORS
True CBME
All those thingsBob said!
2005 20112007 2009 2010
Key curriculum committee charged re student assess-ment(COSA)
Key portfolio committee charged
Course and clerkship objectives linked to competency
Focus on critical reflection curriculum
2nd key curriculum committee (eCAMP)
Key shift in competency advising (to faculty closer to students)
Competency directors appointed
Milestones for all 4 yrs
MD Portfolio introduced for 1st yrs
More assess-ments reported in competency language
Med Ed leadership
Educational technology gp
Educational research gp
Course & clerk-ship directors
Student ambassadors
Thoughtfulresearch
Educator culture shift
Meaningful to learners
Confidence in measures
CBE Partnerships at UCSF
CBME at UCSF, including milestones: http://medschool.ucsf.edu/curriculum/competencies/
More information:
UCSF’s MD Portfolio: http://medschool.ucsf.edu/curriculum/competencies/portfolio.aspx
• Co-curricular programs (MSTP, Pathways to Discovery)
• Interprofessional health education
• GME programs
Thank you!
Questions?
Design a Comprehensive Assessment System in Preparation for Curricular Change
Cynthia H Ledford, MD, FAAP, FACPAssistant Dean of Evaluation and AssessmentOhio State University College of Medicine
Why Now? Build on Past Successes
• Personalized Medical Education
• Deliberate Practice• Horizontal and Vertical
Integration of Learning• Advanced Competencies
Institutional tradition of innovation and continuous educational improvement and change
Response to external indicators and forces calling for medical education reform
LeadServeInspire Curriculum Design
Instruction
Clinical Practice
Things to notice:Career ExplorationComprehensive Assessment Periods
LeadServeInspireKey Features• Fully integrated• Flexible learning• Competency Based
EFFICIENT and EFFECTIVE Allows students to explore and
achieve more
Key Benefits• Personalized Medical
Education• Mentored Educational Portfolio• Advanced Competencies• Assured Competency• Systematic Assessment of
Progress• Defined Levels of Competency
LeadServeInspire
Longitudinal ProjectsCommunity Health Education Longitudinal Health Coach
Interprofessional Systems Based Thinking Patient Safety
Part ThreeAdvanced
Clinical Management
4 Years18 months 12 months 18 months
LeadServeInspire
• Mentored Portfolio
• Clear Milestones
• Opportunities for More
Keys to Success
LeadServeInspire
Doing More
•Formalized deliberate career exploration during flexible times (Part 1 through 3)
•Longitudinal project work – make a real difference
•Specialty focused Advanced Clinical Tracks
•Advanced competencies
LeadServeInspireChallenges:• In the setting of Personalized Medical Education (high
degree of flexibility), what are the best methods for tracking and managing individual learning?
• Given the complexity of the Core Educational Objectives, what strategies can be used to assure every student meets every competency at each level of the curriculum?
• Are faculty prepared for this type of curriculum?
How do you want to learn this?
Are you ready to be assessed?
Do you know how this connects to
learning before/after and
your core educational objectives?
Are you ready to move on? Let’s add this to your learning
PortfolioFor each Stepwise Learning Outcome
LeadServeInspire Faculty Development & Retention Task Force
• Role specific faculty development• Sets them up for success in their roles• Flexible delivery models
Challenges:• Faculty needs assessment
• Identify roles and essential skills• Identifying and recruiting teaching experts• Utilizing technology in the classroom and beyond
• Innovation grants to support mobile app development• Technology showcases• In-place technology training (department meetings)
LeadServeInspire Faculty DevelopmentFaculty Development for Medical Educators
(FD4ME)• Online modules• Earn CME• Scheduling and
Tracking Database
FD4ME.osu.edu
Thank you!
Questions?