Competence by Design Advice from Dr. Corey
CBME Lead | McMaster University
What major lessons have you learned as you’ve implemented CBD?
It’s incredibly important to be organized, using whatever system works for you. Curate your resources as you come across them, label everything correctly, think about all the steps you need to follow and set out a timeline for how you’ll accomplish it all. CBD implementation is a lot of work and you don’t want the details swirling around.
What has been your biggest challenge in implementing CBD?
Time management. There’s a lot to do. The role of CBME lead is a big job when you’re also doing clinical work, so it’s extremely important to stay organized.
What advice would you provide to other program directors?
Start early and talk to program directors and CBME leads in other disciplines who have gone through this process. The Royal College CBD workshops are very helpful, so I’d advise others to attend them. Also, make sure you make decisions with help from your committees and working groups. We have access to a lot of smart, creative people with great ideas, so make the most of them.
How are you tackling the big issue of engaging your faculty and managing their expectations?
I started faculty development with general concepts about CBD and then moved into the more practical and specific details about how CBME will work on the ground. I’ve developed a step-by-step presentation that walks faculty through everything they’ll encounter in dealing with residents. It helps to bring things down to a granular level, because the details are what faculty wants to know.
How do you see your program benefiting from CBD?
The supervisors already do a great job of providing feedback to residents, but I hope that CBD will make that even more efficient. Because receiving feedback will become part of the residents’ daily work, it should enable them to be more open to incorporating the learning. It will also help us capture and address concerns about residents at an earlier stage.
What tools are you using to engage faculty?
I’ve given large group rounds and smaller, more detailed group rounds for each clinical division. We’re doing workshops about how to give feedback and the performance details we see for specific EPAs. Each month our chair does a newsletter on our progress with CBME, and every second week we send out a CBME news flash – a one page information sheet on some aspect of CBME. We also have a CBME web page.
What are you particularly proud of about your CBD journey?
It’s early to tell, but I’ve been pleased with the collegiality that CBD has fostered among faculty. We’re having more faculty development sessions, getting together more, sharing teaching strategies. It feels good to be talking together in those ways.