Love CBME? You don’t want to miss this webinar series!

You may or may not be aware: the ICBME Collaborators hold a CBME Summit every two years in conjunction with AMEE. Despite having to reschedule our World Summit planned for 2020 due to COVID, we did not want to leave CBME enthusiasts without content for 2020! Therefore, we are excited to announce a (free!) webinar series with featuring world class presenters running from October 2020 to May 2021.

Our planning committee carefully selected 6 of the top workshop submissions to showcase in a webinar series. Furthermore, the series will begin and end with two exciting panels with world class experts on CBME.

Our two first events are now open for registration! The list of webinars are below – and scroll down for details and descriptions of each event! We hope to see you there!

Panel – Celebrating 10 years of CBME
TUESDAY, OCTOBER 20TH, 2020 11AM – NOON (EDT)
Registration: https://attendee.gotowebinar.com/register/4877840810225787407

Workshop – Exploring Summative Entrustment: Learning from School Experiences in the AAMC Core EPA Pilot
MONDAY, NOVEMBER 2ND, 2020 1PM – 2PM (EST)
Registration: https://attendee.gotowebinar.com/register/2130450423971875599

Workshop – Thinking Developmentally in Assessment
DECEMBER 2020
Registration: opening soon!

Workshop – Integrating Action Through Disintegrated Competence: Advancing Competency Based Medical Education Through Aristotelian Critique and Analysis
JANUARY 2021
Registration: opening soon!

Workshop – Do You Have a Minute? Best Practices for Taking Your Clinical Competency Committee Out of the Hallway
FEBRUARY 2021
Registration: Coming in 2021!

Workshop – Bringing Clinical Care Measures into Learner Assessment
MARCH 2021
Registration: Coming in 2021!

Workshop – Competence and excellence: Competency based clinical performance assessments that also differentiate students
APRIL 2021
Registration: Coming in 2021!

Panel – CBME Innovators
MAY 2021
Registration: Coming in 2021!

Email us at icbme@royalcollege.ca to be notified of registration for future webinars!

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Descriptions and details of each event:

Panel – Celebrating 10 years of CBME
TUESDAY, OCTOBER 20TH, 2020 11AM – NOON (ET)
Registration: https://attendee.gotowebinar.com/register/4877840810225787407

Panelists:

Jacqueline de Graaf, MD PhD, Radboud University Medical Centre; The Netherlands
Jena Hall, MD, Med, Queen’s University; Canada
Karen Hauer, MD, PhD, University of California San Francisco; USA
William C McGaghie, PhD, Northwestern University Feinberg School of Medicine; USA
Adi Marty, MD, MME, University Hospital Zurich; Switzerland

Moderator: Linda Snell, McGill University, Canada

Outline: We look back on ten years of CBME with international panelists sharing their various experiences. CBME enthusiasts will not want to miss this!

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Workshop – Exploring Summative Entrustment: Learning from School Experiences in the AAMC Core EPA Pilot
MONDAY, NOVEMBER 2ND, 2020 1PM – 2PM (ET)
Registration: https://attendee.gotowebinar.com/register/2130450423971875599
Presenters:
Jonathan Amiel, Columbia University Vagelos College of Physicians & Surgeons
Dorothy Andriole, Association of American Medical Colleges
David Brown, Herbert Wertheim College of Medicine
William Cutrer, Vanderbilt University
Vivian Obeso, Herbert Wertheim College of Medicine

Outline: Entrustable professional activities (EPAs) have been proposed as a useful framework for advancing towards a more rigorous system of competency based medical education. Formal summative entrustment decisions are central to this effort. Institutions are grappling with content, process, logistics, and resources. This session will present the experience of the Association of American Medical Colleges (AAMC) Core EPA Pilot schools in establishing entrustment committees and piloting summative entrustment decisions. Workshop leaders will share lessons learned and engage participants in solving practical problems and overcoming barriers to making summative entrustment decisions. Participants will discuss implementation of entrustment committees at their home institutions in a session designed to be practical, flexible, and interactive so that common challenges are optimally addressed. 

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Workshop – Thinking Developmentally in Assessment
DECEMBER 2020
Registration: opening soon! (email us at icbme@royalcollege.ca to be notified)
Presenter:
Eric Holmboe, Accreditation Council for Graduate Medical Education

Outline: Incorporating competencies and implementing Competency-based Medical Education (CBME) is a challenging and complex process. Greater attention to the developmental processes involved in learning and assessment is necessary in a CBME-based programme. A clear focus on development is embedded in the core components of sequential progression, learning tailored to competencies, and teaching and assessment tailored to competencies. This more explicit focus on the developmental process is leading to innovative and much needed new approaches to assessment such as Milestones and Entrustable Professional Activities (EPAs). In addition, learners increasingly need to co-produce their learning and assessment with other faculty, health professionals, families and patients.

This workshop will
• focus on the key developmental theories, principles and components of a CBME approach to achieve better educational and clinical outcomes,
• introduce learning analytics to support longitudinal assessment, building on the early experience of Milestones in the U.S.
• incorporate key principles from co-production to facilitate learner professional development and enhance the effectiveness of programmatic assessment.

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Workshop – Integrating Action Through Disintegrated Competence: Advancing Competency Based Medical Education Through Aristotelian Critique and Analysis
JANUARY 2021
Registration: opening soon! (email us at icbme@royalcollege.ca to be notified)

Presenters
Saleem Idris Razack, McGill University
Donovan Duncan, McGill University
Rachel Ellaway, University of Calgary

Outline: CBME has made us disintegrate residents into a bag of decontextualized competencies. We have lost sight of how to capture the whole person.” What are the undeclared philosophical tensions underpinning this troubling exchange? In his Nicomachean Ethics, Aristotle discussed forms of virtuous thought, varieties of intellectual expression that could be taught and judged for excellence. These forms of virtuous thought are often grouped together in the phrase “ways of being, knowing, and doing”. While educational curricula should address them all, this can be challenging because they reflect different forms of teaching, learning, assessment, and differing constructs of excellence.

This workshop will have an overarching approach of linking CBME thinking to theory and philosophy that can help in its implementation. It will be framed around the concept of bridging the philosophy-theory-praxis continuum in competency-based education, in ways useful to addressing challenges and tensions experienced “on the ground” in medical education in clinical settings. Our goal is to bring useful theoretical underpinnings and reflection on underlying philosophical concepts to an audience rooted in the actions related to implementing, teaching and assessing in, and organizing competency-based medical education programs

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Workshop – Do You Have a Minute? Best Practices for Taking Your Clinical Competency Committee Out of the Hallway
FEBRUARY 2021
Registration: Coming in 2021! (email us at icbme@royalcollege.ca to be notified)

Presenters
Holly Caretta-Weyer, Stanford University School of Medicine
Stefanie Sebok-Syer, Stanford University Department of Emergency Medicine

Outline: The adoption of a competency-based framework of assessment has necessitated a change in approaching the purpose of the Clinical Competency Committee (CCC), the processes used, and the assessment data required to make decisions regarding entrustment, promotion, and remediation. The Association of American Medical Colleges (AAMC) Core Entrustable Professional Activities (EPAs) for Entering Residency pilot program has recommended guiding principles for rendering summative entrustment decisions in undergraduate medical education. Many in graduate medical education have begun to adopt similar processes of holistic review and emphasis on workplace-based assessment and supervisory data as part of recently published suggestions for best practices. Additionally, many have called for an additional emphasis on qualitative data over checkboxes and daily Milestone assessment to add richness to the data reviewed by the CCC. As the transition to a competency-based paradigm continues, a full program of assessment will be required to provide the data necessary to render meaningful and valid summative entrustment decisions for each learner. The goal of this session is to facilitate a discussion among leaders in medical education regarding best practices to be used by the CCC to inform summative entrustment and promotions decisions. The presenters will discuss the gap between current practices and recommendations for best practices from various sources, including a step-wise approach for implementation

In this workshop, we will discuss current models of programmatic assessment as defined in a competency-based framework, group decision-making around summative entrustment, and published best practices for operationalizing and running a CCC. Participants will review workplace-based assessment and supervisory data, determine how to utilize qualitative data in their mock CCC deliberations, and use group decision-making principles to formulate summative decisions regarding each resident

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Workshop – Bringing Clinical Care Measures into Learner Assessment
MARCH 2021
Registration: Coming in 2021! (email us at icbme@royalcollege.ca to be notified)

Presenters
Daniel J. Schumacher, Cincinnati Children’s Hospital
Eric Warm, University of Cincinnati Medical Center
Holly Caretta-Weyer, Stanford University School of Medicine
Benjamin Kinnear, University of Cincinnati Academic Health Center

Outline: Competency-based medical education (CBME) has shifted the focus of assessment to learner outcomes. Many assessment methods rely on direct observation of clinical practice and are fraught with problems such as unexplained rater variability, a paucity of true direct observation, and a dearth of validity evidence that observational assessments reflect meaningful outcomes. Calls to use patient care process measures (e.g. documenting referral for a diabetic retinopathy exam) and outcomes measures (e.g. percent of patients with Hba1c > 9 %) for learner assessment have vastly increased in recent years. Heeding these calls could be central to realizing the potential of CBME, but such efforts are not without considerations and challenges.

This session will explore the promises and perils of using clinical care measures for competency-based assessment. It will challenge the audience to consider the appropriateness of using such measures and then examine the feasibility and utility of this approach to learner assessment. The facilitators will lead discussions in an attempt to answer several questions germane to outcomes-based assessment. Participants will leave with a nuanced understanding of the current state of using patient care measures for assessment purposes in CBME as well as strategies to begin adopting such measures as part of their own programs of assessment.

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Workshop – Competence and excellence: Competency based clinical performance assessments that also differentiate student
APRIL 2021
Registration: Coming in 2021! (email us at icbme@royalcollege.ca to be notified)

Presenters
Raquel Tatar, University of Wisconsin, School of Medicine and Public Health
Kirstin Nackers, University of Wisconsin, School of Medicine and Public Health Health
Eileen Cowan, University of Wisconsin, School of Medicine and Public Health
Shobhina Chheda, University of Wisconsin, School of Medicine and Public Health

Outline: Join us for a fast-paced, interactive workshop to improve your skill developing clinical performance assessments based on competencies. Calls for competency based medical education began in the mid 1990s, with both graduate and undergraduate medical education working on implementation since that time. At the University of Wisconsin School of Medicine and Public Health (SMPH), the clinical performance assessments have evolved in recent years. These efforts were directed at improving formative feedback for students while considering faculty assessment burden and addressing pressures to differentiate student performance. Come learn from our process! Guided by the SMPH Director of Assessment, participants will review foundational principles of CBME in the context of clinical performance assessments, critically analyze different types of clinical performance assessments, and develop their own sample assessments.

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Panel – CBME Innovators
MAY 2021
Registration: Coming in 2021! (email us at icbme@royalcollege.ca to be notified)
Presenters
Inge Pool, Isala Academy
Carolin Sehlbach, Maastricht University
Daniel J. Schumacher, Cincinnati Children’s Hospital

Outline: Innovators from various backgrounds: an MD, a nurse and a PhD. More details coming soon!

For more details, please contact icbme@royalcollege.ca