View the CBME Coaching, Monitoring, and Feedback: Working through the thorns and tangles webinar. Recorded June 18, 2020
The CBD Coaching Model is part of an important philosophical shift in thinking about assessment and its purpose. The Royal College has developed a coaching model to support resident learning.
This checklist is designed as a template to assist Program Administrators as they move through the continuum of change in the implementation of Competence by Design (CBD).
A Guide to CBD: Everything You Wanted to Know About Competence by Design but Were Afraid to Ask – v2.1
This is a guide to some of the basic concepts and terminology of Competency Based Medical Education. Updated January 2019
These modules are designed to prepare residency teachers (faculty, senior learners, and other health care professionals) at McMaster for the transition to a competency-based model of residency education.
Dr. Robin Mackin, a General Pediatrician at Western University and former MacPeds graduate, shares her unique perspective of coaching from her experiences as an Olympic level athlete, resident, and more recently as a new faculty in these engaging podcasts: 'The Huddle: A Coaching Podcast for Medical Educators." Have a listen!
This session will focus on navigating the CBME module as a program director, competence committee member or academic coach with attention on utilizing the EPA dashboard, learner summary report and competence committee review dashboard. March 10, 2021
This session is a high-level overview of all components of the CBME module including an overview of the EPA and Competence Committee Review Dashboards with a focus on triggering EPA assessment forms on both desktop and mobile versions of MedSIS. March 3, 2021
This module focuses specifically on entrustability and is designed to help you for example describe why entrustment anchor criteria are more effective than traditional performance rating scale anchors.
The purpose of a remediation plan is to remedy identified ongoing deficiencies. Some remediation plans may include an extension of duration of training in a program. In such instances, review and approval is required by the Education Advisory Board and the Associate Dean, Postgraduate Medical Education. The remediation plan should be designed by the program within four weeks of when the deficiency is identified.
The purpose of the Enhanced Education Plan (EEP) is to provide a framework to address repeated deficiencies found in one or more competencies across several training experiences. The goal is to develop a formal plan to address areas requiring improvement where gaps in progression have been identified.
A Probation Plan is a formal document developed by the Program Director/Program Committee and Competence Committee outlining the performance difficulties the trainee is required to correct, clinical and academic resources, assessment and monitoring, and specific outcomes to be achieved. Trainee input is required in the development of the Probation Plan
This guide goes over the The Transition to Discipline Stage of Training which will provide residents with an orientation to our program, the university, and the local health care system. It will also provide a review and assessment of the basic skills required to begin residency training in Psychiatry.
This guide goes over the Foundations of Discipline Stage of Training lays the groundwork of knowledge and skills necessary to practice psychiatry, including management of relevant medical presentations and further building of psychiatric assessment skills, development of differentials, implementation of management plans for patients of low to medium complexity and performing risk assessments. Application of critical appraisal skills & presentation of relevant medical literature is also fostered.
Goes through a range of objectives such as Explanation the Role of the Academic Coach in our Program and the Intro to MedSIS Dashboard and Program Tracking Tools.