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Thoma B, Caretta-Weyer H, Schumacher DJ, Warm E, Hall AK, Hamstra SJ, Cavalcanti R, Chan TM. Becoming a deliberately developmental organization: Using competency based assessment data for organizational development. MEDICAL TEACHER 2021; 43:801-809. [PMID: 34033512 DOI: 10.1080/0142159x.2021.1925100] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Medical education is situated within health care and educational organizations that frequently lag in their use of data to learn, develop, and improve performance. How might we leverage competency-based medical education (CBME) assessment data at the individual, program, and system levels, with the goal of redefining CBME from an initiative that supports the development of physicians to one that also fosters the development of the faculty, administrators, and programs within our organizations? In this paper we review the Deliberately Developmental Organization (DDO) framework proposed by Robert Kegan and Lisa Lahey, a theoretical framework that explains how organizations can foster the development of their people. We then describe the DDO's conceptual alignment with CBME and outline how CBME assessment data could be used to spur the transformation of health care and educational organizations into digitally integrated DDOs. A DDO-oriented use of CBME assessment data will require intentional investment into both the digitalization of assessment data and the development of the people within our organizations. By reframing CBME in this light, we hope that educational and health care leaders will see their investments in CBME as an opportunity to spur the evolution of a developmental culture.
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Affiliation(s)
- Brent Thoma
- Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Canada
- Royal College of Physicians and Surgeons of Canada, Saskatoon, Canada
| | - Holly Caretta-Weyer
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, USA
| | - Daniel J Schumacher
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center/University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Eric Warm
- Department of Internal Medicine, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Andrew K Hall
- Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Canada
- Royal College of Physicians and Surgeons of Canada, Saskatoon, Canada
| | - Stanley J Hamstra
- Milestones Research and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, IL, USA
- Faculty of Education, University of Ottawa, Ottawa, Canada
- Department of Medical Education, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Rodrigo Cavalcanti
- Department of Medicine, University of Toronto, Toronto, Canada
- HoPingKong Centre for Excellence in Education and Practice, UHN, Toronto, Canada
| | - Teresa M Chan
- Program for Faculty Development, Faculty of Health Sciences, McMaster University, Hamilton, Canada
- Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Canada
- McMaster program for Education Research, Innovation, and Theory (MERIT), Hamilton, Canada
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Gottlieb M, Chan TM, Fredette J, Messman A, Robinson DW, Cooney R, Boysen-Osborn M, Sherbino J. Academic Primer Series: Five Key Papers about Study Designs in Medical Education. West J Emerg Med 2017; 18:705-712. [PMID: 28611892 PMCID: PMC5468077 DOI: 10.5811/westjem.2017.4.33906] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2017] [Revised: 03/20/2017] [Accepted: 04/13/2017] [Indexed: 12/04/2022] Open
Abstract
Introduction A proper understanding of study design is essential to creating successful studies. This is also important when reading or peer reviewing publications. In this article, we aimed to identify and summarize key papers that would be helpful for faculty members interested in learning more about study design in medical education research. Methods The online discussions of the 2016–2017 Academic Life in Emergency Medicine Faculty Incubator program included a robust and vigorous discussion about education study design, which highlighted a number of papers on that topic. We augmented this list of papers with further suggestions by expert mentors. Via this process, we created a list of 29 papers in total on the topic of medical education study design. After gathering these papers, our authorship group engaged in a modified Delphi approach to build consensus on the papers that were most valuable for the understanding of proper study design in medical education. Results We selected the top five most highly rated papers on the topic domain of study design as determined by our study group. We subsequently summarized these papers with respect to their relevance to junior faculty members and to faculty developers. Conclusion This article summarizes five key papers addressing study design in medical education with discussions and applications for junior faculty members and faculty developers. These papers provide a basis upon which junior faculty members might build for developing and analyzing studies.
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Affiliation(s)
- Michael Gottlieb
- Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois
| | - Teresa M Chan
- McMaster University, Department of Medicine, Division of Emergency Medicine, Hamilton, Ontario, Canada
| | - Jenna Fredette
- Christiana Care Health System, Department of Emergency Medicine, Newark, Delaware
| | - Anne Messman
- Wayne State University, Department of Emergency Medicine, Detroit, Michigan
| | - Daniel W Robinson
- University of Chicago, Department of Medicine, Division of Emergency Medicine, Chicago, Illinois
| | - Robert Cooney
- Geisinger Medical Center, Department of Emergency Medicine, Danville, Pennsylvania
| | - Megan Boysen-Osborn
- University of California, Irvine, Medical Center, Department of Emergency Medicine, Orange, California
| | - Jonathan Sherbino
- McMaster University, Department of Medicine, Division of Emergency Medicine, Hamilton, Ontario, Canada
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O'Brien JM. Establishing a scholarly culture requires a conceptual framework for leveraging change. PERSPECTIVES ON MEDICAL EDUCATION 2016; 5:191-192. [PMID: 27216171 PMCID: PMC4908039 DOI: 10.1007/s40037-016-0272-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Affiliation(s)
- Jennifer Marie O'Brien
- Department of Educational Administration, University of Saskatchewan, Saskatoon, SK, Canada.
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