Seven ways to get a grip on implementing Competency-Based Medical Education at the program level

Competency-based medical education (CBME) curricula are becoming increasingly common in graduate medical education. Put simply, CBME is focused on educational outcomes, is independent of methods and time, and is composed of achievable competencies.1 In spite of widespread uptake, there remains much...

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Published in:Canadian medical education journal 2020-09, Vol.11 (5), p.e92-e96
Main Authors: Dagnone, Jeffery Damon, McEwen, Laura, Taylor, David, Acker, Amy, Bouchard, Mary, DeJong, Peggy, Chamberlain, Susan, Dos-Santos, Andrew, Fleming, Melinda, Hall, Andrew, Jaeger, Melanie, Mann, Steve, Trier, Jessica
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Black Ice
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container_end_page e96
container_issue 5
container_start_page e92
container_title Canadian medical education journal
container_volume 11
creator Dagnone, Jeffery Damon
McEwen, Laura
Taylor, David
Acker, Amy
Bouchard, Mary
DeJong, Peggy
Chamberlain, Susan
Dos-Santos, Andrew
Fleming, Melinda
Hall, Andrew
Jaeger, Melanie
Mann, Steve
Trier, Jessica
description Competency-based medical education (CBME) curricula are becoming increasingly common in graduate medical education. Put simply, CBME is focused on educational outcomes, is independent of methods and time, and is composed of achievable competencies.1 In spite of widespread uptake, there remains much to learn about implementing CBME at the program level. Leveraging the collective experience of program leaders at Queen’s University, where CBME simultaneously launched across 29 specialty programs in 2017, this paper leverages change management theory to provide a short summary of how program leaders can navigate the successful preparation, launch, and initial implementation of CBME within their residency programs.
doi_str_mv 10.36834/cmej.68221
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title Seven ways to get a grip on implementing Competency-Based Medical Education at the program level
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