3
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      3 or 4 years for Anesthesia Residency Program? How to approach the discussion in terms of competency-based education Translated title: ¿3 o 4 años de residencia en anestesiología?: cómo plantear la discusión en términos de educación basada en co

      research-article

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          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.

          Translated abstract

          Ante la disyuntiva de prolongar la duración de la residencia en anestesiología de 3 a 4 años se han esgrimido varias razones de lado y lado. Sin embargo, la discusión debe partir de un rediseño curricular de los programas nacionales para dar el paso de un entrenamiento de tiempo fijo y competencias variables a el paradigma de educación basada en competencias, es decir, competencias fijas y tiempo variable.

          Related collections

          Most cited references16

          • Record: found
          • Abstract: not found
          • Article: not found

          Entrustability of professional activities and competency-based training.

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Frameworks for learner assessment in medicine: AMEE Guide No. 78.

            In any evaluation system of medical trainees there is an underlying set of assumptions about what is to be evaluated (i.e., which goals reflect the values of the system or institution), what kind of observations or assessments are useful to allow judgments 1 ; and how these are to be analyzed and compared to a standard of what is to be achieved by the learner. These assumptions can be conventionalized into a framework for evaluation. Frameworks encompass, or "frame," a group of ideas or categories to reflect the educational goals against which a trainee's level of competence or progress is gauged. Different frameworks provide different ways of looking at the practice of medicine and have different purposes. In the first place, frameworks should enable educators to determine to what extent trainees are ready for advancement, that is, whether the desired competence has been attained. They should provide both a valid mental model of competence and also terms to describe successful performance, either at the end of training or as milestones during the curriculum. Consequently, such frameworks drive learning by providing learners with a guide for what is expected. Frameworks should also enhance consistency and reliability of ratings across staff and settings. Finally, they determine the content of, and resources needed for, rater training to achieve consistency of use. This is especially important in clinical rotations, in which reliable assessments have been most difficult to achieve. Because the limitations of workplace-based assessment have persisted despite the use of traditional frameworks (such as those based on knowledge, skills, and attitudes), this Guide will explore the assumptions and characteristics of traditional and newer frameworks. In this AMEE Guide, we make a distinction between analytic, synthetic, and developmental frameworks. Analytic frameworks deconstruct competence into individual pieces, to evaluate each separately. Synthetic frameworks attempt to view competence holistically, focusing evaluation on the performance in real-world activities. Developmental frameworks focus on stages of, or milestones, in the progression toward competence. Most frameworks have one predominant perspective; some have a hybrid nature.
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: A Delphi study.

              True competency-based medical education should produce graduates meeting fixed standards of competence. Current postgraduate programmes are usually based on a pre-determined length of time in training making them poorly suited for an individual approach. The concept of entrustable professional activities (EPAs) enables a more flexible, personalised and less time-dependent approach to training programmes. An EPA is a unit of professional practice, to be entrusted to a trainee to execute without supervision once they demonstrate sufficient competence. As EPAs relate competencies to clinical practice, they structure training and assessment more logically according to the way clinicians actually work. A first step in building an EPA-based curriculum is to identify the core EPAs of the profession.
                Bookmark

                Author and article information

                Contributors
                Role: ND
                Role: ND
                Journal
                rca
                Revista Colombiana de Anestesiología
                Rev. colomb. anestesiol.
                SCARE-Sociedad Colombiana de Anestesiología y Reanimación (Bogotá, Cundinamarca, Colombia )
                0120-3347
                June 2017
                : 45
                : 2
                : 128-131
                Affiliations
                [02] Bogotá D. C orgnamePontificia Universidad Javeriana orgdiv1Hospital Universitario San Ignacio Colombia
                [01] Bogotá D. C orgnamePontificia Universidad Javeriana orgdiv1Department of Anesthesiology Colombia
                Article
                S0120-33472017000200009
                d0988d04-496a-405d-8850-19d8bce280e7

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 18 August 2016
                : 25 November 2016
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 20, Pages: 4
                Product

                SciELO Colombia


                Education medical,Internship and residency,Education,Competency-based education,Anesthesiology,Educación médica,Internado y residencia,Educación,Educación basada en competencias,Anestesiología

                Comments

                Comment on this article