CBME 201: Step-by-Step Implementation of Competency-based Medical Education
Jason R Frank, Royal College of Physicians and Surgeons of Canada, University of Ottawa, Canada
Summary: Competency-based outcomes-oriented education (CBME) is becoming a popular approach to planning. However, there is no clear step-by-step formula to help curriculum planners get started. In this MedEdWorld session, we will review an approach to designing your own CBME curriculum, big or small. By the end of this intermediate level session, participants will be able to apply the concepts of CBME and begin the design of their own CBME program. Note for those new to CBME: please review the "CBME Introduction" MedEdWorld webinar archive from earlier in 2013 prior to this session.
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OSTE
Alice Fornari, Hofstra North Shore-LIJ SOM, USA
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Pass-fail decisions – how do we make them fairly?
Dwight D Harley, University of Alberta, Faculty of Medicine & Dentistry, Canada
Summary: Setting a defensible standard for academic success is a critical and challenging component of the assessment process. Difficulties arise in understanding, selecting and applying standard setting procedures as well as, explaining the process to the academic staff, convincing them of the value of the process and enticing the adoption of the process. In this webinar we will discuss these problems and possible solutions. Three common methods of standard setting will be addressed using realistic examples.
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The patient partner in care at the heart of medical education
Vincent Dumez, University of Montreal, Canada
Summary: With many faculties of medicine now adopting a competency-based approach in which collaboration, communication and professionalism are defined as the core values of educational issues, is it not essential to ensure the success of such a paradigm shift to put forward a new vision of the physician’s main interlocutor: the patient? This type of strategy needs new educational content in order to comprehensively tackle the nature of the patient-doctor relationship with regard to different clinical contexts and above all the intricate question of the complementarity between scientific and lay knowledge. Innovative learning strategies must also be implemented that will facilitate (1) an earlier exposition to clinical environments with a more comprehensive understanding of the patient, (2) students’ reflexivity with regard to the development of his/her relational leadership and (3) the multiplicity of learning experiences involving patients as tutors, mentors and coaches that are fully integrated to the faculties’ curriculum. Since several studies have recently stressed the decline of empathy amongst a large majority of medical students in their first year of clerkship, it is certainly of the upmost importance to face this alarming phenomenon and better preparing our students to work with more informed patients who demonstrate highly individualized behaviours and very diverse expectations.
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How to personalise learning by the use of technology
John Sandars and Natalie Lafferty, Leeds Institute of Medical Education, UK and University of Dundee, UK
Summary: Personalisation of learning recognises the importance of both different styles of learning and different learning needs. Technology offers a unique opportunity to personalise learning, with a vast range of available learning resources (from blogs, web sites and podcasts) and a variety of methods to link resources (from institutional systems to mobile devices). Effective personalised learning requires a skilful mix of content, available technologies and context but the most important aspect is the development of new approaches to teaching and learning. This webinar will enable participants to confidently develop effective personalised learning opportunities by considering best practice.
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