Top take-aways from CBME retreat

“I took seven pages of notes – all with great ideas,” said Dr. Mary Jenkins, when asked about the recent retreat focused on competency based medical education. Dr. Jenkins wasn’t alone. Attendees from all departments and divisions had a number of key take-aways that they want to share with their colleagues.

Here are just a few.

Robert Stodilka and Cigdem Akincioglu
Nuclear Medicine

Curriculum mapping is an important exercise – one that will be central to your Royal College workshops. Study the example provided by Joan Binnendyk in the workshop. Develop a set of draft entrustable professional activities (EPA) and determine what learning experiences are necessary to achieve them. Also, ask yourself if your program’s curriculum differs from other programs in Canada.

The Schulich Medicine CBME workshops prepare you well for the Royal College workshops. This is important because at the Royal College workshops, you will be re-defining your specialty from scratch – likely a once-in-a-lifetime opportunity. At our recent meeting for nuclear medicine, we were among the most knowledgeable in CBME terminology and concepts. We already had our Competency Committee formed, and led our faculty through an EPA development exercise.

Mary Jenkins
Clinical Neurological Sciences

Begin frequent faculty development teaching sessions early.  Provide information in small, but frequent segments.  Use a multi-faceted approach - presentations at staff meetings (regular standing item), newsletters, emails, 'how to' videos. Begin implementation gradually.  

For Competence Committees - start with development of policies, including a clear job description for the chair and members.

Timing of reviews are better to start later in year (in January), when there is sufficient data to review.  

Try to make all reports electronic for ease of distribution.

Data will likely be from multiple sources - one45, exams, procedure logs.

Robert Hammond

Our colleagues from ‘early adopter’ specialties are (not surprisingly) cutting a trail with practical and creative solutions for those who follow.  Hearing their experiences to date is clarifying what lies ahead for later cohorts.

Curriculum mapping can provide perspective on training inventory for a specialty that is beneficial to more than just program reviewers. All stakeholders benefit from the big-picture view of training deliverables and where CanMEDS traits are embedded within CBME. As the name implies, where is your curriculum without a map?