ABSTRACT
The shift to competency-based medical education (CBME) requires a new approach to program evaluation. CBME implementers need to embed evaluation in their programs to ensure their CBME adapts to the changing demands of the healthcare system. This 12 tips paper proposes that those advancing CBME use an improvement-oriented, utilization-focused approach to program evaluation. This will yield information that can help CBME implementers to continually examine the context, process and early outcomes of their programs. The paper uses examples from the College of Family Physicians of Canada's (CFPC's) evaluation of the implementation of the Triple C Competency-based curriculum in family medicine residency programs across Canada. These practical tips will be useful to medical educators looking to integrate evaluation into their CBME programs and to those considering other curriculum reform in health professions education.
Subject(s)
Education, Medical , Internship and Residency , Canada , Clinical Competence , Competency-Based Education , Curriculum , HumansABSTRACT
Healthcare leaders have long expressed the need to effectively engage all members of their organizations in the process of decision-making. The group priority sort is an innovation in healthcare leadership that supports both consensus building and effective consultation.
Subject(s)
Decision Making , Health Priorities , Consensus , Delphi Technique , Health Planning/methods , Humans , Outcome and Process Assessment, Health Care/methods , Resource Allocation/methodsABSTRACT
Interprofessional education (IPE) is an important contributor to ensuring interprofessional collaboration and, ultimately, improving the quality of health care. However, there is a gap in available resources on critical success factors for implementing intentional interprofessional learning experiences. The Interprofessional Collaborative Organizational Map and Preparedness Assessment (IP-COMPASS) is a quality improvement framework that provides a structured process to help health care organizations become better prepared to offer IPE. Essentially, it is designed to increase understanding of the attributes of organizational culture that can create an environment that is conducive to interprofessional learning. The IP-COMPASS was developed on the basis of a systematic multimethod approach to accessing existing knowledge and then tested for utility, feasibility, and validity. This article tells the story of the development and testing of the IP-COMPASS.