Background Postgraduate medical education is undergoing a paradigm shift in many universities worldwide, transitioning from a time-based model to competency-based medical education (cbme). Residency programs might have to alter clinical rotations, educational curricula, assessment methods, and faculty involvement in preparation for cbme, a process not yet characterized in the literature. Methods We surveyed Canadian medical oncology program directors on planned or newly implemented residency program changes in preparation for cbme. Results Prior to implementing cbme, all program directors changed at least 1 clinical rotation, most commonly making hematology/oncology (74%) entirely outpatient and eliminating radiation oncology (64%). Introductory rotations were altered to focus on common tumour sites, and later rotations were changed to increase learner autonomy. Most program directors planned to enhance resident learning with electronic teaching modules (79%), new training experiences (71%), and academic half-day changes (50%). Most program directors (64%) planned to change assessment methods to be entirely based on entrustable professional activities. All programs had developed a competence committee to review learner progress, and most (86%) had integrated academic coaches. Conclusions Transitioning to cbme led to major structural and curricular changes within medical oncology training programs. Identifying these commonly implemented changes could help other programs transition to cbme.

中文翻译：

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在基于能力的医学教育之前对住院医师计划课程进行更改：对加拿大肿瘤医学项目主任的调查

背景 全球许多大学的研究生医学教育正在经历范式转变，从基于时间的模型转变为基于能力的医学教育（cbme）。住院医师计划可能必须改变临床轮换、教育课程、评估方法和教师参与准备 CBME，这一过程尚未在文献中描述。方法 我们就为 cbme 做准备而计划或新实施的住院医师计划变更情况对加拿大肿瘤内科项目负责人进行了调查。结果 在实施 cbme 之前，所有项目主管至少更换了 1 次临床轮换，最常见的是使血液学/肿瘤学 (74%) 完全门诊并取消放射肿瘤学 (64%)。介绍性轮换被改变为集中于常见的肿瘤部位，随后的轮换被改变以增加学习者的自主性。大多数项目主管计划通过电子教学模块（79％）、新的培训体验（71％）和学术半天变化（50％）来加强住院医师学习。大多数项目主管（64％）计划将评估方法更改为完全基于可委托的专业活动。所有项目都成立了能力委员会来审查学习者的进步，并且大多数项目（86％）都有综合学术教练。结论 过渡到 cbme 导致肿瘤内科培训项目发生重大结构和课程变化。确定这些普遍实施的变更可以帮助其他计划过渡到 cbme。