Award: Faculty Support for Research in Education grant recipients announced

Faculty Support for Research in Education (FSRE) grants facilitate and enable scholarship in education at Schulich Medicine & Dentistry. These grants support projects with the potential to improve the state of knowledge and inform educational practice or curriculum.

Two new awards focus on the effects of implementing competency-based medical education and understanding Indigenous learners’ experiences.

Congratulations to the following recipients:

Unintended consequences: Mapping the effects of CBD implementation
PI: Sayra Cristancho
Co-Investigators: Michael Ott, Julie Ann Van Koughnett, Melissa Chin, Rachael Pack

Competency-based medical education (CBME) theory has been extensively debated by medical educators, and significant concerns have been raised about the feasibility of its implementation at an institutional level. Despite these concerns, currently there is little empirical research on CBME enactment (the practice of CBME) and even less on the Royal College’s version – Competence By Design (CBD) – which began its implementation in 2016.

Given the high-stakes of this transition, rigorous research on CBD enactment is imperative. To address this gap, our qualitative study will trace the ‘intended’ curriculum of CBD and map it against the ‘enacted’ curriculum – how CBME is disseminated locally – to identify the challenges and unintended consequences that arise when educational theory is translated into practice.

This research will identify the points of divergence between CBD theory and local enactment to explain both the unintended consequences and their implications for programs, trainees, and, ultimately, patient care.

Exploring Indigenous Learners’ Motivation and Pathway into the Healthcare Profession: A Visual-Based Narrative Inquiry
PI: Chris Watling
Co-Investigators: Sarah Burm, Lloy Wylie

Although many medical schools have well-established programs aimed at supporting Indigenous medical workforce development, the number of Indigenous learners entering medical training remain low, and the TRC recommendations reflect a need to do better. Meaningful representation of Indigenous peoples in the medical workforce is about more than training additional healthcare providers; it requires understanding the first-person accounts of Indigenous learners as they enter and navigate medical training.

The purpose of this qualitative research study is to better understand Indigenous learners’ experiences across the medical education continuum, specifically their motivations for pursuing a career in medicine, and how their career decisions have been influenced by experiences throughout medical school and postgraduate residency training.

With this understanding, medical schools will be better positioned to not only address the challenges that hinder Indigenous medical workforce development but will be better equipped to provide career-long support to Indigenous learners across the medical education continuum.