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Competence by Design (CBD)Session

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•Questions? Email cbd@royalcollege.ca

What is Competence by Design(CBD)?

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• Multi-year, transformational change initiative in specialty medical education;

• Focused on the learning continuum from the start of residency to retirement;

• Based on a competency model of education and assessment; and

• Designed to address societal health need and patient outcomes.

Why CBD? Why Now?

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We need a system that:

• Assesses competence, but teaches for excellence;

• Ensures competencies in all domains evolve across the continuum of medical education (residency to retirement)

• Addresses changes to patient and societal needs; and

• Enables flexibility; allows physicians to identify when and how changes apply to practice.

Principles for Implementation

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• Engagement: discussion, input and feedback from you, our stakeholders;

• Pilot testing: small pilot initiatives to determine best practices for all aspects of CBD integration;

• Communication: bidirectional communication to ensure you are aware and prepared for CBD;

• Support: development of resources, tools and training to help implement CBD in your faculty;

Principles for Implementation con’t

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• Streamline workload: focus on reducing ineffective activities freeing time and resources;

• Continuous improvement: continuous adjustments and modifications based on your needs and recommendations; and

• Work-flow integration: develop tools/resources to ensure implementation is smooth and as work-flow neutral as possible for faculties.

Overall Approach to CBD

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Multi-year program

1. RC Strategic Plan

2. Develop the CBD

To-Be Plan

3. Strategic Consultation

4. Execution

Phase 1Complete

Phase 2 Complete

Phase 3 & 4• 3 & 4 run concurrently

• Stakeholder feedback & engagement essential

• Consultations willsupport implementation

• Implementation willfeed consultations

CBD Roadmap: 2013 - 2018 and Beyond

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CBD Identified Initiatives

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CanMEDS 2015

Assessment

Lifelong Learning

Create Competency Framework & Milestones

(Generic & Speciality-Specific)

In-Training Competency-Based

Assessment

In-Practice Competency-Based

Assessment

Accreditation Credentialing

ePortfolio

Redesign Policy: Outcome-Based

Focus

Faculty Development and Faculty/Education Support

Redesign Policy: Competency-Based

Focus

CBMERe-Engineer Accreditation

Process

Re-Engineer Credentialing

Process

Deliver Cohorted Roll-Out

Change Exam Governance

Re-Engineer Exam Delivery

Develop Exam Content

For Residents For Fellows

Affirmation of Continued Competence

CBD Priority Initiatives

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• Define Milestones:• CanMEDS 2015 Framework• Specialty-specific milestones 2014-2018

• Build supporting tools and enablers which integrate across all systems:• ePortfolio and eLog• Faculty development and educational tools

• Pilot processes/tools with early adopter specialties and medical schools• Create the specialty-specific milestones• Build and test infrastructure

CBD Priorities Initiatives con’t

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• Plan reengineering of exams, credentialing and accreditation;

• Build multi-year plan and detailed plan for 2014-15; and

• Consult, communicate, continuously improve.

Your Input Matters

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How can we improve the CBD Program? Let us know at:

• cbd@royalcollege.ca

• www.facebook.com/TheRoyalCollege

• https://twitter.com/Royal_College

Want more information? Visit:

• www.royalcollege.ca