Proposal Title
Understanding the emotional effects of competency-based education
Session Type
Poster
Room
Thames Hall Atrium
Start Date
13-7-2023 4:30 PM
End Date
13-7-2023 6:00 PM
Keywords
Assessment, Competency-Based Medical Education, Psychiatry
Abstract
Introduction: The Royal College of Physicians and Surgeons of Canada has shifted to a competency-based medical education (CBME) model that employs an outcomes-based learning approach for resident training with a focus on skills development, rather than a time-based model. The goal of CBME is to improve resident feedback and enhance medical education quality. However, research suggests CBME may not improve feedback and that residents may experience higher levels of stress, anxiety, and exhaustion. Although research exists regarding CBME’s theoretical benefits, little is known about its emotional impacts. This study aims to identify and understand the emotional effects of CBME on residents, faculty, and administrators in Psychiatry.
Methods: This study employs a qualitative methodology. Approximately six participants are being recruited per group (i.e., residents, faculty, and administrators) from McMaster University’s Psychiatry department. Participants are undergoing semi-structured, one-on-one interviews where they are being asked open-ended questions that probe their emotions and experiences with CBME. Interviews are being transcribed and analyzed using a line-by-line approach that generates individual meaning units.
Results: To date, data have been collected for 4 residents and 4 faculty members. Interim analysis suggests mainly negative or neutral emotions related to CBME, including feelings of frustration and tiredness.
Conclusions: This study is helping to elucidate the emotional effects of CBME on residents, faculty, and administrators in Psychiatry. Findings from this study will contribute to the growing scientific literature on CBME’s subjective effects and inform local quality improvement efforts.
This study was approved by the Hamilton Integrated Research Ethics Board.
Elements of Engagement
The poster will include a QR code that will direct audience members to an online document where they can read the conference abstract and leave questions/comments.
Understanding the emotional effects of competency-based education
Thames Hall Atrium
Introduction: The Royal College of Physicians and Surgeons of Canada has shifted to a competency-based medical education (CBME) model that employs an outcomes-based learning approach for resident training with a focus on skills development, rather than a time-based model. The goal of CBME is to improve resident feedback and enhance medical education quality. However, research suggests CBME may not improve feedback and that residents may experience higher levels of stress, anxiety, and exhaustion. Although research exists regarding CBME’s theoretical benefits, little is known about its emotional impacts. This study aims to identify and understand the emotional effects of CBME on residents, faculty, and administrators in Psychiatry.
Methods: This study employs a qualitative methodology. Approximately six participants are being recruited per group (i.e., residents, faculty, and administrators) from McMaster University’s Psychiatry department. Participants are undergoing semi-structured, one-on-one interviews where they are being asked open-ended questions that probe their emotions and experiences with CBME. Interviews are being transcribed and analyzed using a line-by-line approach that generates individual meaning units.
Results: To date, data have been collected for 4 residents and 4 faculty members. Interim analysis suggests mainly negative or neutral emotions related to CBME, including feelings of frustration and tiredness.
Conclusions: This study is helping to elucidate the emotional effects of CBME on residents, faculty, and administrators in Psychiatry. Findings from this study will contribute to the growing scientific literature on CBME’s subjective effects and inform local quality improvement efforts.
This study was approved by the Hamilton Integrated Research Ethics Board.