2018 Winter: Competency-based Education: Where are we now and where are we going?

The Winter 2018 IAMSE Web Seminar Series focuses on the current state of Competency-Based Education across the health professions and its future directions. The series begins with an overview of current assessment theories, tools and practices and explains how these have been adapted to better reflect learners’ attainment of competency within a competency-based framework. This is followed by a session that explores the relationship between memory and learning and describes strategies to better prepare and equip learners to achieve success within a competency-based framework. The AAMC Core EPA work group next provides an update on the integration of “entrustment activities and entrustment assessment tools” into a competency-based framework. The following presentation explores the benefits, challenges and outcomes of incorporating Longitudinal Integrated Clerkships (LICs) into competency-based medical education. The series closes with an appraisal of the Education in Pediatrics Across the Continuum (EPAC) curriculum as a content-focused, “continuous” competency-based model that spans undergraduate and graduate medical education. Upon completion of this series, participants will be better able to describe the evolution of competency-based education in the health professions. Participants will also be able to identify opportunities within their own institutions for adopting and adapting a competency-based educational framework.

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January 11, 2018 at 12:00 pm

Competency-Based Medical Education: Understanding the Principles

Presenter: Linda Snell, MD, MHPE, FRCPC, MACP

Linda Snell MD MHPE FRCPC MACP, is a Professor of Medicine and a Core Faculty member, Centre for Medical Education, McGill University, and Senior Clinician Educator at the Royal College of Physicians and Surgeons of Canada. She is active in teaching, education leadership and education research at all levels of medical training. She has served in numerous education and clinical leadership roles at McGill, the RCPSC, nationally and internationally. Her current interests include: faculty development for competency-based education; advanced training for clinician-educators; learning, teaching & assessing the CanMEDS competencies, in particular the Roles of Professional, Leader and Scholar (teacher); leadership in medical education; and education scholarship. She has received teaching and education awards, and presented workshops and invited lectures across Canada and internationally. Dr. Snell has a busy internal medicine practice.

This webinar will lay the foundation for future sessions in this series. We will discuss the definition and define the common terms that are used in competency-based medical education (CBME). The reasons for why we need to change our current education system, and how CBME may address these, will be discussed. We will describe the five components of CBME and models for implementing this new education paradigm across the continuum of medical education.

January 18, 2018 at 12:00 pm

The AAMC Core EPAs for Entering Residency: an Update from the National Pilot

Presenter: Kimberly D. Lomis, MD

Kimberly D. Lomis, MD is Associate Dean for Undergraduate Medical Education, Professor of Surgery, and Professor of Medical Education and Administration at Vanderbilt University School of Medicine. She was charged with the implementation of a major revision of the medical school curriculum, “Curriculum 2.0.” Dr. Lomis also serves in the AAMC as the Associate Project Director for the national pilot of the Core EPAs for Entering Residency, and she is the past chair of the Section on Undergraduate Medical Education and prior steering committee member for the AAMC Group on Educational Affairs. In the AMA Accelerating Change in Medical Education consortium, Dr Lomis is a PI and a co-leader of the competency-based assessment group.

Dr. Lomis received her B.S. from the University of Texas at Austin in 1988 and her M.D. from the University Texas Southwestern Medical School in 1992. She trained in general surgery at Vanderbilt University Medical Center from 1992-1997 and practiced until 2012. She holds a graduate certificate in the Business of Medicine from Johns Hopkins, and is a Harvard Macy Institute Scholar.

Dr. Lomis’ academic interests include complex systems, change management and competency-based medical education. She guided the implementation of competency milestones for UME at Vanderbilt, which serve as evidence of student development in the new digital portfolio. She is invested in program evaluation and promoting the judicial use of educational resources.

Dr Lomis, on behalf of the national pilot group, will briefly review the background of the AAMC Core EPAs for Entering Residency initiative and will summarize recent activities of the national pilot group. Guiding principles for implementation will be elucidated, and areas of ongoing development and study will be discussed.

Seminar Archive
January 25, 2018 at 12:00 pm

Integration, competence and expertise: Preparing learners for the future

Presenter: Nicole N. Woods, PhD

Nicole N. Woods, PhD is Director of The Centre for Ambulatory Care Education (CACE), at Women’s College Hospital and Associate Director of the Wilson Centre, Faculty of Medicine, University of Toronto at University Health Network. Dr. Woods joined the University of Toronto in 2006 and leads a successful program of research in health professions education. A cognitive psychologist by training, her work focuses on the role of biomedical knowledge in clinical reasoning and the value of basic science training in the development of medical expertise. Dr. Woods is currently Associate Professor in the Department of Family and Community Medicine and an Education Scientist in the Office of Education Scholarship.

As medical education prepares for the shift to competency-based education, there is increasing emphasis on identifying and assessing the specific knowledge and skills needed for safe medical practice. However, putting this new understanding into practice is made complicated by perceptual/knowledge limitations of students and fundamentally flawed models of information processing and memory implicitly held by many teachers. This session will provide participants with basic understanding of core principles of memory, attention, categorization and expertise development drawn from the cognitive psychology literature. Participants will learn new ways to conceptualize their own expertise and better prepare their learners for the complexities of future practice.

Seminar Archive
February 1, 2018 at 12:00 pm

Continuity, LICs and Competency-based Education – 2018

Presenter: Molly Cooke, MD, MACP

Molly Cooke, MD, MACP, is professor of medicine at the University of California, San Francisco. Her academic focus is health professions education with a particular emphasis on educational initiatives addressing patient outcomes and cost of care in complex, chronically ill patients. Her papers have been published in the New England Journal of Medicine, the Annals of Internal Medicine, Academic Medicine, JAMA and Science. She is an author of Educating Physicians: A Call for Reform of Medical School and Residency (2010), winner of the PROSE award for distinction in scholarly publication in 2011. In 2006 she received the AOA Robert J. Glaser Distinguished Teacher Award, a national award given by the Association of American Medical Colleges. Dr. Cooke’s medical practice focuses on the care of patients with HIV and other chronic illnesses. In addition to her work in education, she has contributed seminal works in HIV ethics during the early years of the epidemic. She has presented before two Congressional committees, consulted for the American Medical Association, and played leadership roles in a number of national organizations including the American Board of Internal Medicine, the National Board of Medical Examiners, and the American College of Physicians, serving the last organization as a Regent 2008 to 2014 and President 2013-2014. Dr. Cooke was elected to the National Academy of Medicine of the National Academies, formerly known as the Institute of Medicine, in 2013.

This session will describe the current state of Longitudinal Integrated Clerkships (LICs) in medical education in the US, including the variety of formats that incorporate longitudinally and integration in some degree. It will describe what we know about the outcome of clinical education in this format for medical students and emerging trends in LICs. Because of the audience, special attention will be paid to how issues and concepts in fundamental science can be addressed in the LIC format.

Seminar Archive
February 8, 2018 at 12:00 pm

Competency Based Education across the UME-GME continuum: the EPAC program

Presenter: Deborah E. Powell, MD

Deborah E. Powell, M.D., joined the University of Minnesota Medical School in 2002 and served as Dean of the Medical School and Assistant Vice President for Clinical Affairs until July 1, 2009. Currently she is Dean Emerita, and Professor of Laboratory Medicine and Pathology. She is certified in Anatomic Pathology by the American Board of Pathology. Dr. Powell is well-known nationally for her expertise in medical education. She currently serves as a member of the Board of Advisors of Tufts University School of Medicine and of the Geisinger-Commonwealth Medical School and as Vice- Chair of the Senior Fellows Group of the Association of Pathology Chairs. She is an Associate Editor for Human Pathology. She recently served as a member of the LCME Council , the Advisory Council of the National Center for Complementary and Alternative Medicine and the Department of Education’s National Committee on Foreign Medical Education and Accreditation.. In 2013 she received the Abraham Flexner Award for Distinguished Service to Medical Education from the AAMC. She was elected to membership in the National Academy of Medicine in 2000.

Brief description: This session will describe the Education in Pediatrics Across the Continuum project (EPAC) which is sponsored by the AAMC and initially funded by the Josiah Macy Jr. Foundation. In addition to describing the goals and structure of this educational initiative, the project’s assessment strategies and criteria for advancement to GME will be outlined. Project outcomes to date and ongoing work will be discussed as well.

Seminar Archive