3 or 4 years for Anesthesia Residency Program? How to approach the discussion in terms of competency-based education
Keywords:
Education medical, Internship and residency, Anesthesiology, Education, Competency-based education
Abstract
Faced with the dilemma of extending the anesthesiology residency from 3 to 4 years, there have been several arguments for and against. However, the starting point of the discussion must be redesigning the national program curricula to move away from a fixed-time training and variable competencies, to a competency-based model; i.e., fixed competencies and variable time frames.
References
1. Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. Shifting paradigms: from Flexner to competencies. Acad Med. 2002;77:361-7.
2. Carraccio CL, Englander R. From Flexner to competencies: reflections on a decade and the journey ahead. Acad Med. 2013;88:1067-73.
3. Iobst WF, Sherbino J, Cate OT, Richardson DL, Dath D, Swing SR, et al. Competency-based medical education in postgraduate medical education. Med Teach. 2010;32:651-6.
4. Frank JR, Snel LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32:638-45.
5. Schuwirth LW, Van der Vleuten CP. Programmatic assessment: from assessment of learning to assessment for learning. Med Teach. 2011;33:478-85.
6. Van Der Vleuten CPM, Schuwirth LW. Assessing professional competence: from methods to programmes. Med Educ. 2005;2005:309-17.
7. Pangaro L, ten Cate O. Framework for learner assessment in medicine: AMEE Guide No. 78. Med Teach. 2013;35:e1197-210.
8. Frank JR, Snell L, Sherbino J. CanMEDS 2015 physician competency framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.
9. ACGME program requirements for graduate medical education in anesthesiology. Accreditation Council for Graduate Medical Education; 2016 [cited 11 Ag2016], Available from: https://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/040_anesthesiology_2016.pdf.
10. Training requirements for the speciality of anaesthesiology, pain and intensive care medicine. European Standards of Postgraduate Medical Specialist Training; 2016 [cited 11 Nov 2016]. Available from: http://www.eba-uems.eu/resources/PDFS/Training/Anaesthesiology-Training-Requirements-March-2013.pdf.
11. Ten Cate O, Scheele F. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med. 2007;82:542-7.
12. Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T. Toward a definition of competency-based education in medicine: a systematic review of published definitions. Med Teach. 2010;31:883-4.
13. ten Cate O. Entrustability of professional activities and competency-based training. Med Educ. 2005;39:1176-7.
14. Ten Cate O. AM last page: what entrustable professional activities add to a competency-based curriculum. Acad Med. 2014;89:691.
15. Wisman-Zwarter N, van der Schaaf M, Ten Cate O, Jonker G, van Klei WA, Hoff RG. Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: a Delphi study. Eur J Anaesthesiol. 2016;33:559-67.
16. Jonker G, Hoff RG, Ten Cate OT. A case for competency-based anaesthesiology training with entrustable professional activities: an agenda for development and research. Eur J Anaesthesiol. 2015;32:71-6.
17. Ten Cate O. Nuts an bolts of entrustable professional activities. J Grad Med Educ. 2013;5:157-8.
18. Zbieranowski I, Takahashi SG, Verma S, Spadafora SM. Remediation of residents in difficulty: a retrospective 10-year review of the experience of a postgraduate board of examiners. Acad Med. 2013;88:111-6.
19. Steinert Y. The "problem" learner: whose problem is it? AMEE Guide No. 76. Med Teach. 2013;35:e1035-45.
20. Van Gessel EF, Ostergard HT, Niemi-Murola L. Harmonisation of anaesthesiology training in Europe. Best Pract Res Clin Anaesthesiol. 2012;26:55-67.
2. Carraccio CL, Englander R. From Flexner to competencies: reflections on a decade and the journey ahead. Acad Med. 2013;88:1067-73.
3. Iobst WF, Sherbino J, Cate OT, Richardson DL, Dath D, Swing SR, et al. Competency-based medical education in postgraduate medical education. Med Teach. 2010;32:651-6.
4. Frank JR, Snel LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32:638-45.
5. Schuwirth LW, Van der Vleuten CP. Programmatic assessment: from assessment of learning to assessment for learning. Med Teach. 2011;33:478-85.
6. Van Der Vleuten CPM, Schuwirth LW. Assessing professional competence: from methods to programmes. Med Educ. 2005;2005:309-17.
7. Pangaro L, ten Cate O. Framework for learner assessment in medicine: AMEE Guide No. 78. Med Teach. 2013;35:e1197-210.
8. Frank JR, Snell L, Sherbino J. CanMEDS 2015 physician competency framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.
9. ACGME program requirements for graduate medical education in anesthesiology. Accreditation Council for Graduate Medical Education; 2016 [cited 11 Ag2016], Available from: https://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/040_anesthesiology_2016.pdf.
10. Training requirements for the speciality of anaesthesiology, pain and intensive care medicine. European Standards of Postgraduate Medical Specialist Training; 2016 [cited 11 Nov 2016]. Available from: http://www.eba-uems.eu/resources/PDFS/Training/Anaesthesiology-Training-Requirements-March-2013.pdf.
11. Ten Cate O, Scheele F. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med. 2007;82:542-7.
12. Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T. Toward a definition of competency-based education in medicine: a systematic review of published definitions. Med Teach. 2010;31:883-4.
13. ten Cate O. Entrustability of professional activities and competency-based training. Med Educ. 2005;39:1176-7.
14. Ten Cate O. AM last page: what entrustable professional activities add to a competency-based curriculum. Acad Med. 2014;89:691.
15. Wisman-Zwarter N, van der Schaaf M, Ten Cate O, Jonker G, van Klei WA, Hoff RG. Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: a Delphi study. Eur J Anaesthesiol. 2016;33:559-67.
16. Jonker G, Hoff RG, Ten Cate OT. A case for competency-based anaesthesiology training with entrustable professional activities: an agenda for development and research. Eur J Anaesthesiol. 2015;32:71-6.
17. Ten Cate O. Nuts an bolts of entrustable professional activities. J Grad Med Educ. 2013;5:157-8.
18. Zbieranowski I, Takahashi SG, Verma S, Spadafora SM. Remediation of residents in difficulty: a retrospective 10-year review of the experience of a postgraduate board of examiners. Acad Med. 2013;88:111-6.
19. Steinert Y. The "problem" learner: whose problem is it? AMEE Guide No. 76. Med Teach. 2013;35:e1035-45.
20. Van Gessel EF, Ostergard HT, Niemi-Murola L. Harmonisation of anaesthesiology training in Europe. Best Pract Res Clin Anaesthesiol. 2012;26:55-67.
How to Cite
1.
Manuel 0lmos-Vega F, Bonilla-Ramirez AJ. 3 or 4 years for Anesthesia Residency Program? How to approach the discussion in terms of competency-based education. Colomb. J. Anesthesiol. [Internet]. 2017 Apr. 1 [cited 2024 Apr. 25];45(2):128–131. Available from: https://www.revcolanest.com.co/index.php/rca/article/view/267
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Published
2017-04-01
How to Cite
1.
Manuel 0lmos-Vega F, Bonilla-Ramirez AJ. 3 or 4 years for Anesthesia Residency Program? How to approach the discussion in terms of competency-based education. Colomb. J. Anesthesiol. [Internet]. 2017 Apr. 1 [cited 2024 Apr. 25];45(2):128–131. Available from: https://www.revcolanest.com.co/index.php/rca/article/view/267
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