Competency-based faculty development: applying transformations from lessons learned in competency-based medical education

Karen W Schultz; Klodiana Kolomitro; Sudha Koppula; Cheri H Bethune

doi:10.36834/cmej.75768

Auteurs-es

Karen W Schultz Queen's University https://orcid.org/0000-0003-0208-3981
English Queen's University https://orcid.org/0000-0003-1250-8146
Sudha Koppula University of Alberta https://orcid.org/0000-0003-0744-4993
Cheri H Bethune Northern Ontario School of Medicine https://orcid.org/0000-0002-6230-6262

DOI :

https://doi.org/10.36834/cmej.75768

Résumé

Dans l’enseignement médical, le perfectionnement du corps professoral se fait souvent de façon ad hoc et non dans le cadre d’un programme structuré en fonction des besoins individuels définis sur la base de données. Dans cet article, les autrices, qui ont toutes une vaste expérience en matière de perfectionnement du corps professoral (PCP), présentent un cadre pour le perfectionnement fondé sur les compétences (PCPFC) visant à renforcer les effets du PCP. Les étapes et les principes de ce cadre reflètent les enseignements tirés de la formation médicale fondée sur les compétences (FMFC), dont l’objectif fondamental est de former les médecins de façon à ce qu’ils puissent répondre aux besoins de la société. De manière analogue, le cadre PCPFC viserait à mieux former le corps professoral pour qu’il puisse répondre aux besoins éducatifs. Les éléments centraux du cadre comprennent la définition des compétences pour chacun des rôles que les enseignants remplissent, la création de programmes de formation structurés et axés sur le développement de ces compétences et l’élaboration d’un programme d’évaluation ainsi qu’un processus pour soutenir de manière individualisée l’apprentissage et la croissance professionnelle des enseignants. Le cadre présente des idées sur les modalités des formations de PCPFC, sur l’environnement dans lequel elles interviennent, sur l’utilisation du coaching pour promouvoir la réflexion et la construction d’identité et sur la création de communautés d’apprentissage. Tout comme la FMFC, le cadre du PCPFC répond aux importants enjeux liés à la gestion du changement, y compris l’engagement des parties prenantes, l’amélioration continue de la qualité et la recherche. Les autrices proposent des exemples tirés de la littérature scientifique et passent en revue les défis et les points importants à considérer pour chaque étape.

Bibliographies de l'auteur-e

English, Queen's University

K Kolomitro is associate vice-principal (Teaching and Learning) and cross-appointed to the Department of Biomedical and Molecular Sciences at Queen’s University, Kingston, Canada;

Sudha Koppula, University of Alberta

S Koppula is associate professor, Department of Family Medicine, University of Alberta, Edmonton, Alberta

Cheri H Bethune, Northern Ontario School of Medicine

CH Bethune is a professor at the Northern Ontario School of Medicine and a clinical professor at Memorial University, Saint John’s, Newfoundland.

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