Competency-based faculty development: applying transformations from lessons learned in competency-based medical education
DOI:
https://doi.org/10.36834/cmej.75768Abstract
Faculty development in medical education is often delivered in an ad hoc manner instead of being a deliberately sequenced program matched to data-informed individual needs. In this article, the authors, all with extensive experience in Faculty Development (FD), present a competency-based faculty development (CBFD) framework envisioned to enhance the impact of FD. Steps and principles in the CBFD framework reflect the lessons learned from competency-based medical education (CBME) with its foundational goal to better train physicians to meet societal needs. The authors see CBFD as a similar framework, this one to better train faculty to meet educational needs. CBFD core elements include: articulated competencies for the varied educational roles faculty fulfill, deliberately designed curricula structured to build those competencies, and an assessment program and process to support individualized faculty learning and professional growth. The framework incorporates ideas about where and how CBFD should be delivered, the use of coaching to promote reflection and identity formation and the creation of communities of learning. As with CBME, the CBFD framework has included the important considerations of change management, including broad stakeholder engagement, continuous quality improvement and scholarship. The authors have provided examples from the literature as well as challenges and considerations for each step.
References
Kornegay JG, Kraut A, Manthey D, et al. Feedback in medical education: a critical appraisal. AEM Educ Train. 2017; 1: 98-109. https://doi.org/10.1002/aet2.10024 DOI: https://doi.org/10.1002/aet2.10024
Frank JR, Snell LS, Cate OT, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638-45. https://doi.org/10.3109/0142159X.2010.501190 DOI: https://doi.org/10.3109/0142159X.2010.501190
Fitzgerald JT, Burkhardt JC, Kasten SJ, et al. Assessment challenges in competency-based education: a case study in health professions education. Med Teach. 2016; 38:5: 482-490, https://doi.org/10.3109/0142159X.2015.1047754 DOI: https://doi.org/10.3109/0142159X.2015.1047754
Dath D, Iobst W. The importance of faculty development in the transition to competency-based medical education. Med Teach. 2010;32(8):683-6. https://doi.org/10.3109/0142159X.2010.500710 DOI: https://doi.org/10.3109/0142159X.2010.500710
Sirianni G, Glover Takahashi S, Myers J. Taking stock of what is known about faculty development in competency-based medical education: a scoping review paper. Med Teach. 2020; 42 (8): 909-915. https://doi.org/10.1080/0142159X.2020.1763285 DOI: https://doi.org/10.1080/0142159X.2020.1763285
Walsh A, Koppula S, Antao V, et al. Preparing teachers for competency-based medical education: fundamental teaching activities, Med Teach. 2018; 40(1): 80-85. https://doi.org/10.1080/0142159X.2017.1394998 DOI: https://doi.org/10.1080/0142159X.2017.1394998
Academy of Medical Educators. Professional standards (3rd edn, 2014). Cardiff: Academic of Medical Educators. 2014.
Srinivasan M, Li S-TT, Meyers FJ, et al. Teaching as a competency: Competencies for medical educators. Acad Med: 2011; 86 (10): 1211-122. https://doi.org/10.1097/ACM.0b013e31822c5b9a DOI: https://doi.org/10.1097/ACM.0b013e31822c5b9a
Dewey CM, Jonker G, ten Cate O, Turner T. Entrustable professional activities (EPAs) for teachers in medical education: has the time come? Med Teach. 2017; 39 (8): 894-896, https://doi.org/10.1080/0142159X.2016.1270447 DOI: https://doi.org/10.1080/0142159X.2016.1270447
Favreau MA, Tewksbury L, Lupi C, Cutrer WB, Jokela JA, Yarris LM. AAMC core entrustable professional activities for entering residency faculty development concept group. Constructing a shared mental model for faculty development for the core entrustable professional activities for entering residency. Acad Med. 2017;92(6):759-764. https://doi.org/10.1097/ACM.0000000000001511 DOI: https://doi.org/10.1097/ACM.0000000000001511
Yilmaz Y, Carey R, Chan T, et al. Developing a dashboard for faculty development in competency-based training programs: a design-based research project. CMEJ. 2021Sep.15; 12(4):48-64. https://doi.org/10.36834/cmej.72067 DOI: https://doi.org/10.36834/cmej.72067
Schultz KW, Griffiths J. Implementing competency-based medical education in a postgraduate family medicine residency training program: a stepwise approach, facilitating factors, and processes or steps that would have been helpful. Acad Med. 2016; 91 (5): 685-689 https://doi.org/10.1097/ACM.0000000000001066 DOI: https://doi.org/10.1097/ACM.0000000000001066
Van Melle E, Frank JR, Holmboe ES, Dagnone D, Stockley D, Sherbino J. International competency-based medical education collaborators. a core components framework for evaluating implementation of competency-based medical education programs. Acad Med. 2019 Jul;94(7):1002-1009. https://doi.org/10.1097/ACM.0000000000002743 DOI: https://doi.org/10.1097/ACM.0000000000002743
Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65:S63-S67. https://doi.org/10.1097/00001888-199009000-00045 DOI: https://doi.org/10.1097/00001888-199009000-00045
Orr CJ, Sonnadara RR. Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum. Adv. Med Educ Pract. 2019; 10: 229-244. https://doi.org/10.2147/AMEP.S191470 DOI: https://doi.org/10.2147/AMEP.S191470
Steinhart Y. Faculty development in health professions: a focus on research and practice. New York; Springer. 2014. https://doi.org/10.1007/978-94-007-7612-8 DOI: https://doi.org/10.1007/978-94-007-7612-8
Schreurs ML, Huveneers W, Dolmans D. Communities of teaching practice in the workplace: evaluation of a faculty development programme. Med Teach. 2016; 38 (8): 808-814. https://doi.org/10.3109/0142159X.2015.1112892 DOI: https://doi.org/10.3109/0142159X.2015.1112892
Cantillon P, Dornan T, De Grave W. Becoming a clinical teacher: identity formation in context. Acad Med. 2019; 94(10):1610-1618. https://doi.org/10.1097/ACM.0000000000002403 DOI: https://doi.org/10.1097/ACM.0000000000002403
O'Sullivan PS, Irby DM. Educator identity formation: a faculty development workshop. MedEdPORTAL. 2021 Jan 7;17:11070. https://doi.org/10.15766/mep_2374-8265.11070 DOI: https://doi.org/10.15766/mep_2374-8265.11070
de Carvalho-Filho MA, Tio RA, Steinert Y. Twelve tips for implementing a community of practice for faculty development. Med Teach. 2020; 42 (2): 143-149. https://doi.org/10.1080/0142159X.2018.1552782 DOI: https://doi.org/10.1080/0142159X.2018.1552782
The Association of American Medical Colleges. MedEd Portal. https://www.mededportal.org/. [Accessed Oct. 27, 2021].
Kotter JP. Leading change: why transformation efforts fail. Harv Bus Rev. March/April 1995:110.
Kruger J, Dunning D. Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. J Pers and Soc Psych. 1999; 77(6): 1121-1134. https://doi.org/10.1037/0022-3514.77.6.1121 DOI: https://doi.org/10.1037/0022-3514.77.6.1121
Dann R. Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assess Ed. 2014; 21(2): 149-166. https://doi.org/10.1080/0969594X.2014.898128 DOI: https://doi.org/10.1080/0969594X.2014.898128
Foucault ML, Vachon B, Thomas A, Rochette A, Giguère CÉ. Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey. Disabil Rehabil. 2018;40(13):1591-1599. https://doi.org/10.1080/09638288.2017.1300335 DOI: https://doi.org/10.1080/09638288.2017.1300335
Fraser, A.B., Stodel, E.J., Jee, R. et al. Preparing anesthesiology faculty for competency-based medical education. Can J Anesth 2016; 63: 364-1373. https://doi.org/10.1007/s12630-016-0739-2 DOI: https://doi.org/10.1007/s12630-016-0739-2
Lockyer J, Bursey F, Richardson D, Frank JR, Snell L, Campbell C; ICBME Collaborators. Competency-based medical education and continuing professional development: a conceptualization for change. Med Teach. 2017; 39(6):617-622. https://doi.org/10.1080/0142159X.2017.1315064 DOI: https://doi.org/10.1080/0142159X.2017.1315064
Sargeant J, Wong BM, Campbell CM. CPD of the future: a partnership between quality improvement and competency-based education. Med Educ. 2018 Jan;52(1):125-135. https://doi.org/10.1111/medu.13407 DOI: https://doi.org/10.1111/medu.13407
Vygotsky LS. Mind in society: The development of higher psychological processes Cambridge, Mass.: Harvard University Press. 1978
Kolomitro K, Hamilton J, Leslie K, et al. Viewing faculty development through an organizational lens: sharing lessons learned. Med Teach. 2021; 43(8):894-899. https://doi.org/10.1080/0142159X.2021.1931078 DOI: https://doi.org/10.1080/0142159X.2021.1931078
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Karen W Schultz, Klodiana Kolomitro, Sudha Koppula, Cheri H Bethune
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an original manuscript to the Canadian Medical Education Journal will be taken to mean that it represents original work not previously published, that it is not being considered elsewhere for publication. If accepted for publication, it will be published online and it will not be published elsewhere in the same form, for commercial purposes, in any language, without the consent of the publisher.
Authors who publish in the Canadian Medical Education Journal agree to release their articles under the Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 Canada Licence. This licence allows anyone to copy and distribute the article for non-commercial purposes provided that appropriate attribution is given. For details of the rights an author grants users of their work, please see the licence summary and the full licence.
