Resident Perspectives on Competency-By-Design Curriculum

Abstract

Objective: The Royal College of Physicians and Surgeons of Canada is implementing a competency-by-design (CBD) curriculum for residency training across Canada. Although praise and criticism have been published regarding competency-based residency training, little has been published from the resident perspective. The University of Calgary obstetrics and gynaecology residents were surveyed to gather information on their viewpoints and allow their expectations and concerns to be incorporated into the design and implementation process for the curriculum.

Methods: An anonymous survey was administered to residents from the University of Calgary obstetrics and gynaecology program. The survey contained a mixture of Likert-scale responses, multiple-choice questions, and free-text response questions. Summary statistics were used to analyze the Likert-scale and multiple-choice responses, and thematic analysis was performed on free-text responses (Canadian Task Force Classification Level III).

Results: The survey respondents identified several anticipated benefits and challenges regarding the CBD curriculum. Overall, resident respondents seemed optimistic about the curriculum redesign; however, many residents identified concerns, including potential impacts on work relationships, challenges with operating room and call scheduling given the less rigid structure of CBD, and the amount of time and effort that evaluation will require.

Conclusion: Residents offer a valuable perspective on CBD curriculum redesign and implementation. Gathering their input and including it in the curriculum redesign and implementation process will only strengthen the new curriculum and resident buy-in.

Keywords: competency-based education; curriculum; education, medical; internship and residency.