>The challenges McMaster faced learning, and planning for CBME, and the approach they took to implement itRegister to Webinar S'inscrire au Webinaire
The traditional framework of medical education with a time-based emphasis is been being replaced by the CBME framework of education, which focuses on process and, more importantly, on outcomes. But, like any change of framework or paradigm, it comes with many challenges. This presentation will highlight the challenges encountered and the approach McMaster University took in order to implement CBME and comply with the requirements of the Royal College of Physicians and Surgeons of Canada.
Our journey began by trying to understand the goals of CBME and the implications it will have on the way schools deliver medical education. Once we embarked on this project, we started by defining processes, defining new roles/accountabilities, such as Academic Coach, Competency Committee, Residency Program Committee, and formalizing and organizing the workload for these new roles. We had to keep in mind the many requirements from different specialties, decide on what level of automation was going to be needed, how to monitor progress, etc. We were also cognizant that we will have to educate our people on CBME and help them to shift from assessing a rotation to assessing an entrustable professional activity (EPA).
Dorothy Bakker BSc, MD, MA, CCFP, FCFP
Assistant Dean, Family Medicine
Director of IT Faculty of Health Science, McMaster University
Who should attend?
Deans, Associate Deans, Prost-Grad Program Directors, and Administrators who are responsible for the implementation of Competency Based Education.