Presentation on theme: "Click to edit Master subtitle style Competence by Design (CBD) Session Speaker, Date."— Presentation transcript:
Click to edit Master subtitle style Competence by Design (CBD) Session Speaker, Date
Help Us Spread the News 2 This presentation has been developed for your use: Share and/or incorporate these slides as needed, simply source the Royal College All text, images and logos contained herein are the property of Royal College of Physicians and Surgeons of Canada Questions? Email firstname.lastname@example.org@royalcollege.ca
What is Competence by Design(CBD)? 3 Multi-year, transformational change initiative in specialty medical education; Focused on the learning continuum from the start of residency to retirement; Based on a competency model of education and assessment; and Designed to address societal health need and patient outcomes.
Why CBD? Why Now? 4 We need a system that: Assesses competence, but teaches for excellence; Ensures competencies in all domains evolve across the continuum of medical education (residency to retirement) Addresses changes to patient and societal needs; and Enables flexibility; allows physicians to identify when and how changes apply to practice.
Principles for Implementation 5 Engagement: discussion, input and feedback from you, our stakeholders; Pilot testing: small pilot initiatives to determine best practices for all aspects of CBD integration; Communication: bidirectional communication to ensure you are aware and prepared for CBD; Support: development of resources, tools and training to help implement CBD in your faculty;
Principles for Implementation con’t 6 Streamline workload: focus on reducing ineffective activities freeing time and resources; Continuous improvement: continuous adjustments and modifications based on your needs and recommendations; and Work-flow integration: develop tools/resources to ensure implementation is smooth and as work-flow neutral as possible for faculties.
Overall Approach to CBD 7 Multi-year program 1. RC Strategic Plan 2. Develop the CBD To-Be Plan 3. Strategic Consultation 4. Execution Phase 1 Complete Phase 2 Complete Phase 3 & 4 3 & 4 run concurrently Stakeholder feedback & engagement essential Consultations will support implementation Implementation will feed consultations
CBD Identified Initiatives 9 CanMEDS 2015 Assessment Lifelong Learning Create Competency Framework & Milestones (Generic & Speciality-Specific) In-Training Competency-Based Assessment In-Practice Competency-Based Assessment Accreditation Credentialing ePortfolio Redesign Policy: Outcome-Based Focus Faculty Development and Faculty/Education Support Redesign Policy: Competency-Based Focus CBME Re-Engineer Accreditation Process Re-Engineer Credentialing Process Deliver Cohorted Roll-Out Change Exam Governance Re-Engineer Exam Delivery Develop Exam Content For Residents For Fellows Affirmation of Continued Competence
CBD Priority Initiatives 10 Define Milestones: CanMEDS 2015 Framework Specialty-specific milestones 2014-2018 Build supporting tools and enablers which integrate across all systems: ePortfolio and eLog Faculty development and educational tools Pilot processes/tools with early adopter specialties and medical schools Create the specialty-specific milestones Build and test infrastructure
CBD Priorities Initiatives con’t 11 Plan reengineering of exams, credentialing and accreditation; Build multi-year plan and detailed plan for 2014-15; and Consult, communicate, continuously improve.
Your Input Matters 12 How can we improve the CBD Program? Let us know at: email@example.com www.facebook.com/TheRoyalCollege https://twitter.com/Royal_College Want more information? Visit: www.royalcollege.ca