ArticlePerspectives on medical education2024
Evaluating Competence by Design as a Large System Change Initiative: Readiness, Fidelity, and Outcomes.
Article in Perspectives on medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
17 citing papers in PubMed.
- 'Just a checkbox': Growth mindset and feedback in resident experiences with EPA assessments.Medical education · 2026Article
- Assessment burden by design: exploring the variability in competence by design assessment forms.Canadian medical education journal · 2026Article
- From Expectations to Experience: A Comparison of Program Director Priorities to Resident Case Logs.The Laryngoscope · 2026Article
- Outcomes of the SAEM Competency-Based Medical Education Consensus Conference: Challenges and Opportunities in Implementing CBME.AEM education and training · 2026Review
- A qualitative study of evaluators of Canadian postgraduate medical education programs: challenges and recommendations.BMC medical education · 2026Article
- The quality of Finland's postgraduate medical education: a national perspective from programme directors.BMC medical education · 2026Article
- Approaches to the Evaluation of Competency-Based Health Professions Education Implementation from Around the Globe.Perspectives on medical education · 2026Article
- Competency-Based Health Professions Education in Evolution: Challenges and Adaptations After Implementation.Perspectives on medical education · 2026Article
- CORE-HPE Reporting Guidelines: Standardizing Reporting for Competency-Based Health Professions Education Outcomes Research.Perspectives on medical education · 2026Article
- The CBHPE Outcomes Theory of Change: An International Consensus Statement on the Mechanisms and Outcomes of Competency-Based Education in the Health Professions.Perspectives on medical education · 2026Article
- A competency-based curriculum for palliative medicine in Canada.Canadian medical education journal · 2025Article
- Bridging intentions and outcomes: a program theory approach to residency accreditation standards.BMC medical education · 2025Article
- Fixing disconnects: Exploring the emergence of principled adaptations in a competency-based curriculum.Medical education · 2025Article
- From Competence by Time to Competence by Design: Lessons From A National Transformation Initiative.Perspectives on medical education · 2024Article
- Implementing Competence Committees on a National Scale: Design and Lessons Learned.Perspectives on medical education · 2024Article
- Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education.Perspectives on medical education · 2024Article
- Design and Implementation of a National Program of Assessment Model - Integrating Entrustable Professional Activity Assessments in Canadian Specialist Postgraduate Medical Education.Perspectives on medical education · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Program evaluation is an essential, but often neglected, activity in any transformational educational change. Competence by Design was a large-scale change initiative to implement a competency-based time-variable educational system in Canadian postgraduate medical education. A program evaluation strategy was an integral part of the build and implementation plan for CBD from the beginning, providing insights into implementation progress, challenges, unexpected outcomes, and impact. The Competence by Design program evaluation strategy was built upon a logic model and three pillars of evaluation: readiness to implement, fidelity and integrity of implementation, and outcomes of implementation. The program evaluation strategy harvested from both internally driven studies and those performed by partners and invested others. A dashboard for the program evaluation strategy was created to transparently display a real-time view of Competence by Design implementation and facilitate continuous adaptation and improvement. The findings of the program evaluation for Competence by Design drove changes to all aspects of the Competence by Design implementation, aided engagement of partners, supported change management, and deepened our understanding of the journey required for transformational educational change in a complex national postgraduate medical education system. The program evaluation strategy for Competence by Design provides a framework for program evaluation for any large-scale change in health professions education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.