Lessons learned and new strategies for success: Evaluating the Implementation of Competency-Based Medical Education in Queen's Pediatrics.

Objectives: In 2017, Queen's University launched Competency-Based Medical Education (CBME) across 29 programs simultaneously. Two years post-implementation, we asked key stakeholders (faculty, residents, and program leaders) within the Pediatrics program for their perspectives on and experiences with CBME so far.

Methods: Program leadership explicitly described the intended outcomes of implementing CBME.

Dedicated Assessors: description of an innovative education intervention to facilitate direct observation in the clinical setting.

Background: The Department of Pediatrics at Queen's University undertook a pilot project in July 2017 to increase the frequency of direct observations (DO) its residents received without affecting the patient flow in a busy hospital-based pediatric ambulatory care clinic. Facilitating DO for authentic workplace-based assessments is essential for assessing resident's core competencies. The purpose of this study was to pilot an innovative education intervention to address the challenge of implementing DO in the clinical setting.

Competence committee: How meeting frequency impacts committee function and learner-centered assessment.

The Department of Pediatrics at Queen's University wrestled with following the RCPSC guidelines with regards to Competence Committee (CC) meeting frequency, this article outlines adaptations we made to CC function and the rationale for our design decisions. After adopting a monthly meeting approach that focuses on formative assessment and greater resident feedback we have created an enhanced learner-centered assessment process that more fully empowers our residents with timely formative feedback to better support them in actively taking ownership of and responsibility for their learning.