Competency Based Curriculum and Evaluation - …tanzania-partnership-program.wikispaces.com/file/view/Competency... · What is a competency based curriculum and evaluation program?

Competency Based Curriculum and Evaluation

Workshop

Objectives By the end of the workshop participants will: •  Be able to describe the basics of Dalhousie’s

approach to: –  Competency Based Curriculum (CBC) at the

Undergraduate and –  CBC and Evaluation Program Postgraduate (Family

Medicine) level

Objectives 2 – Participants will •  Have discussed with colleagues the pros and cons

of a competency based curriculum in their own environment

•  Decide and outline the next steps (if any) towards developing or improving their own CBC Evaluation Program

What is a competency based curriculum and evaluation program? •  In pairs discuss what your definition of a

competency based curriculum is for 5 – 10 minutes then……

•  How does evaluation need to change to implement an effective competency based curriculum

Ideas CBC based on your description what the learner is going to do when they complete school Evaluation designed to assess mastery of skill competencies Approach to learning – design model for curricula that uses clearly defined competencies as a framework for agreed, safe and professional practice

Ideas •  Competence should encompass knowledge skills

and attitudes to achieve safe practice •  Evaluation of CBC would assess against those

agreed competencies •  Approach to learning that is driven by learning

outcomes •  Evaluation done on definite criteria which are linked

to learning outcomes

Definition of Competence •  “the habitual and judicious use of communication,

knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served.”

Competency Based Curriculum •  The outcome of an educational program is

determined by the competencies achieved by the learner NOT by the amount of time the learner has spent in the program

Ten Cate, O Academic Medicine 2007

Evaluation needs to be designed to be able to determine competence

Evaluation needs to be designed to be able to determine competence

Triple C Competency Based Curriculum

Evalua&on objec&ves

•  “Competence will be determined by con&nuous sampling, observa&on, and reflec&on on an individual’s performances with respect to the –  Six essen&al Skill Dimensions

–  Phases of the clinical encounter –  Priority Topics, Core Procedures and Themes –  Key Features and the Observable Behaviors…………………………

20

Evaluation …………un&l the evaluator is assured and sa&sfied that the individual is competent in all six of the skill dimensions essen&al to competence in family medicine.”

WG Cer&fica&on, Evalua&on objec&ves Part 1

What are?? The Six Essen&al Skill Dimensions©

• Selec&vity • Clinical Reasoning • Pa&ent Centred Method

•  Professionalism • Communica&on

• Procedural Skills

©Copyright 2010 The College of Family Physicians of Canada (CFPC)

What are??? The phases of the clinical encounter? – History -‐ Diagnosis –  Physical -‐ Procedures

– Hypotheses -‐ Inves&ga&on – Management and Treatment –  Referral -‐ Follow up

What are??? Priority Topics, Core Procedures and Themes© –  99 priority topics developed by family physicians across Canada

–  List of essen&al procedures –  Themes: Professionalism and Pa&ent Centred Method


What are???? Key Features and the Observable Behaviors© –  Each of the 99 Priority Topics has a number of key

features associated with it (this is also the blueprint for the cer&fica&on exam)

–  Observable behaviours are describe under professionalism and pa&ent centred approach


The new approach at Dalhousie Family Medicine •  Detailed list of what the learning environment is

expected to provide •  Field notes for clinical encounters •  Evaluation form populated by field notes

Women’s Health, Maternity Care and Newborn Care

Curriculum Family Medicine Expert

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Field Note: Examples at your tables

Draft Family Medicine ITER See list of expected learning experiences to be provided during Family Medicine core Selectivity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escribe developing competence with examples from field notes Describe areas for focus and further development with examples from field notes Clinical Reasoning B33#1'*6#%)*$'"-/%',>*&+%,&(%0)/$*1,2%#=,:*&,'*"&%$>*22$7%C,')#-$%!"#$%&'"!$&()*%+,!&*($,!$!"#$%&'"!$!&+#$,&(%&(!#%-%#!.$,(/$.0(!"#.&1#.%')#%*&3"-:,'*"&%$/$'#:,'*1,22/7%D)*&>$%,5".'%1"::"&%,&(%-#(%32,+%1"&(*'*"&$%,&(%"-+,&*E#$%')*&>*&+%'"%1":#%'"%,%-#,$"&,52#%0-"52#:%2*$'%9*')%,%$)"-'%,&(%2"&+%'#-:%:,&,+#:#&'%02,&%F,>#$%,00-"0-*,'#%(#1*$*"&$%,&(%$#'$%,00-"0-*,'#%+",2$7%% Describe developing competence with examples from field notes Describe developing competence with examples from field notes

Graduates of Dalhousie Medical School are caring, resourceful physicians, able to work with patients, families, and colleagues to provide excellent care in many different contexts and in complex and uncertain situations. They are able to work as agents of creative change in healthcare institutions and communities.

Each of the 4 major roles has: •  A goal statement •  Entrustable professional activities (4-5) •  Educational outcomes (4-7)

The entire curriculum is mapped to the educational outcomes under each role

Small Groups •  Discuss the pros and cons, barriers and challenges

to competency based curriculum •  Assign a reporter and we will report back in 10-15

minutes

Small groups A.  Discuss the next steps that you could take at your

institution to move towards, or improve your competency based curriculum.

B.  Discuss how you could change your evaluation system to support a competency based curriculum

Pot-Pourri •  Questions of any kind….. •  Principles of feed back…..

•  Principles of Evaluation……

Evaluation •  What problems might you encounter in evaluating

students? •  What do you need to know in order to carry out an

effective evaluation? •  Who should do the evaluation? •  How do you communicate information to the

learners? •  How can you implement an effective evaluation

system

Wrap up •  One thing that you learned from todays session

•  Website for family medicine documents •  www.cfpc.ca

Take Home •  Dalhousie Family Medicine Post Grad

–  Detailed description of what the learning environment is expected to provide based on the seven CANMeds FM Roles

–  Narrative Intraining Evaluation system based on field notes gathered in day to day patient encounters

Take Home 2 •  Dalhousie Family Medicine Undergrad

–  Outcomes for the undergraduate program defined under four roles

–  Goal for the under graduate curriculum –  Specific Goal for each role –  Educational outcomes for each goal and role –  All curriculum mapped to these overarching goals

Asante Sana!

Documents

Competency Based Curriculum and Evaluation - …tanzania-partnership-program.wikispaces.com/file/view/Competency... · What is a competency based curriculum and evaluation program?