Program director and resident perspectives of a competency-based medical education anesthesia residency program in Canada: a needs assessment

Program director and resident perspectives of a competency-based medical education anesthesia residency program in Canada: a needs assessment

Korean Journal of Medical Education, February 2016

26913772

Sylvain Boet, Ashlee-Ann E. Pigford, Viren N. Naik

In July 2015, the University of Ottawa will introduce a competency-based medical education (CBME) postgraduate program for anesthesia. Prior to program implementation, this study aimed to identify (1) Canadian anesthesiology program directors perceptions of CBME, and (2) residents' opinion on how the program should be designed and perceived consequences of CBME. This two-phase, qualitative study included semi-structured interviews with Canadian anesthesia program directors (Phase I) and a focus group interview with residents enrolled in the University of Ottawa time-based anesthesia program (Phase II). Both phases sought to gauge participant's perceptions of CBME. Interviews were recorded, transcribed verbatim and thematically analyzed. Data was combined to protect anonymity of the six participants (three program directors, three residents). Participants spoke about the perceived advantages of CBME, the need to establish definitions, and challenges to a CBME program highlighting logistical factors, implications for trainees and the role assessment plays in CBME. These findings will inform CBME implementation strategies in anesthesia programs across the country, and may assist other residency programs in the design of their programs. Furthermore, our findings may help identify potential challenges and issues that other post-graduate specialties may face as they transition to a CBME model.