Abstract
BackgroundWith the introduction of Competency-Based Medical Education (CBME), the Canadian Pediatric Anesthesia Society (CPAS) surveyed its members to assess their awareness of and prior experience with CBME concepts and evaluation tools, and identify methods for faculty development of CBME teaching strategies for pediatric anesthesia residents and fellows.MethodsAn online survey was sent to CPAS members. Outcomes included respondents’ previous exposure to CBME and the educational support they had received in anticipation of the curriculum. Questions used multi-item Likert scales and a general feedback question. ResultsThe response rate was 39% (60/155). Eighty-eight percent of respondents spent ≥50% of their time practicing pediatric anesthesia; 78% and 45% spent at least a quarter of their time teaching residents and fellows respectively. Eighty-three percent were familiar with CBME concepts, and 58% were familiar with Milestones, Competencies, and Entrustable Professional Activities (EPAs). However, 64% had not received any formal training and 52% had not used any CBME evaluation tools. Learning preferences included small group discussions (72%), lectures with questions and answers (Q&A) (62%), seminars (50%), and workshops (50%).ConclusionsDespite widespread awareness of CBME concepts, there is a need to educate Canadian pediatric anesthesiologists regarding CBME evaluation tools. Faculty development support will increase the utilization of these tools in teaching practice.
Highlights
There is a shift occurring in medical education from a time-based model to a competency-based model [1,2]
Eighty-three percent were familiar with Competency-Based Medical Education (CBME) concepts, and 58% were familiar with Milestones, Competencies, and Entrustable Professional Activities (EPAs)
Faculty development support will increase the utilization of these tools in teaching practice
Summary
There is a shift occurring in medical education from a time-based model to a competency-based model [1,2]. Moving from the traditional pediatric anesthesia fellowship to a competency-based model may be required so as to better align medical education as a continuum of competence. The training of pediatric anesthesia to Canadian anesthesia residents occurs predominantly within tertiary pediatric hospitals. Anesthesia residents rotate through these pediatric hospitals to acquire training on the safe and effective management of children in the perioperative period. With the introduction of Competency-Based Medical Education (CBME), the Canadian Pediatric Anesthesia Society (CPAS) surveyed its members to assess their awareness of and prior experience with CBME concepts and evaluation tools, and identify methods for faculty development of CBME teaching strategies for pediatric anesthesia residents and fellows
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
