Defining competency for Royal Australian and New Zealand College of Obstetricians and Gynaecologists training: An exploratory study of Victorian Integrated Training Program coordinators' understanding of competency

Heather Pagram; Justin L C Bilszta; Rebecca A Szabo

doi:10.1111/ajo.13324

Defining competency for Royal Australian and New Zealand College of Obstetricians and Gynaecologists training: An exploratory study of Victorian Integrated Training Program coordinators' understanding of competency

Aust N Z J Obstet Gynaecol. 2021 Jun;61(3):454-462. doi: 10.1111/ajo.13324. Epub 2021 Mar 27.

Authors

Heather Pagram¹, Justin L C Bilszta², Rebecca A Szabo^{2

3

4}

Affiliations

¹ Ballarat Health Services, Ballarat, Victoria, Australia.
² Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Victoria, Australia.
³ Department of Obstetrics and Gynaecology, Melbourne Medical School, University of Melbourne, Melbourne, Victoria, Australia.
⁴ Gandel Simulation Service, The Royal Women's Hospital, Melbourne, Victoria, Australia.

PMID: 33772747
DOI: 10.1111/ajo.13324

Abstract

Background: Competency-based medical education (CBME) is increasingly employed by postgraduate training programs worldwide, including obstetrics and gynaecology. Focusing on assessment of outcomes rather than time-in-training, and utilising a well-defined curricular framework, CBME aims to train doctors capable of meeting the needs of modern society. When this study was undertaken, in 2019, the Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG) had a time-based curriculum and was due to undergo a curriculum review starting in 2020.

Aims: To explore Victorian RANZCOG Integrated Training Program (ITP) coordinators' understanding of the concept of competency and how it is taught and assessed within RANZCOG training.

Materials and methods: A qualitative, grounded theory design using semi-structured interviews was employed. Victorian RANZCOG ITP coordinators from inner and outer metropolitan, and regional sites, were approached to participate. Transcripts were coded and analysed using thematic analysis.

Results: Themes identified were: Competence, Vision and Innovation, Structures, ITP Coordinator Role and Teaching and Learning. Competence was defined as a combination of independent practice and understanding of ones' own limits, in addition to required clinical skills and knowledge. Enablers and barriers to achieving competency were identified and associated with structures, human and logistical factors. Victorian ITP coordinators believed the current training program has positive elements but could be further improved.

Conclusions: Several areas for future research were identified regarding understanding of competency, relevant if RANZCOG is to introduce a CBME framework. Replicating this research across all RANZCOG jurisdictions in Australia and New Zealand would be prudent to determine if the themes are universal.

Keywords: competency-based medical education; gynaecology/gynecology; learning; medical education; obstetrics; teaching.

MeSH terms

Australia
Clinical Competence
Female
Gynecology* / education
Humans
New Zealand
Obstetrics* / education
Physicians*
Pregnancy