Evidence map›Paper›PMID 39915058›Full record

ArticleCanadian journal of surgery. Journal canadien de chirurgie

Lost in translation? How context shapes the implementation of Competence by Design in operative settings.

Rachael Pack, Mary C Ott, Sayra Cristancho, Melissa Chin, Julie Ann Van Koughnett, Michael Ott

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In one paragraph

Article in Canadian journal of surgery. Journal canadien de chirurgie. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Rachael PackFrom the Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Pack, M.C. Ott, Cristancho); the Faculty of Education, York University, Toronto, Ont. (M.C. Ott); the Department of Surgery, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Cristancho, Van Koughnett, M. Ott); the Department of Anesthesia and Perioperative Medicine, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Chin) rachael.pack@schulich.uwo.ca.
Mary C OttFrom the Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Pack, M.C. Ott, Cristancho); the Faculty of Education, York University, Toronto, Ont. (M.C. Ott); the Department of Surgery, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Cristancho, Van Koughnett, M. Ott); the Department of Anesthesia and Perioperative Medicine, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Chin).
Sayra CristanchoFrom the Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Pack, M.C. Ott, Cristancho); the Faculty of Education, York University, Toronto, Ont. (M.C. Ott); the Department of Surgery, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Cristancho, Van Koughnett, M. Ott); the Department of Anesthesia and Perioperative Medicine, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Chin).
Melissa ChinFrom the Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Pack, M.C. Ott, Cristancho); the Faculty of Education, York University, Toronto, Ont. (M.C. Ott); the Department of Surgery, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Cristancho, Van Koughnett, M. Ott); the Department of Anesthesia and Perioperative Medicine, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Chin).
Julie Ann Van KoughnettFrom the Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Pack, M.C. Ott, Cristancho); the Faculty of Education, York University, Toronto, Ont. (M.C. Ott); the Department of Surgery, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Cristancho, Van Koughnett, M. Ott); the Department of Anesthesia and Perioperative Medicine, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Chin).
Michael OttFrom the Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Pack, M.C. Ott, Cristancho); the Faculty of Education, York University, Toronto, Ont. (M.C. Ott); the Department of Surgery, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Cristancho, Van Koughnett, M. Ott); the Department of Anesthesia and Perioperative Medicine, Schulich School of Medicine and Dentistry, Western University, London, Ont. (Chin).

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundGiven the complexity of the transition to competency-based medical education (CBME) and the diversity of systems and learning contexts, the literature has acknowledged the need for principled yet contextual approaches to implementation. There is a need for research that examines these adaptations and their consequences, both intended and unintended.

methodsWe performed a constructivist grounded theory study to explore how the theory of CBME translated to practice in operative settings in a Canadian approach to CBME: Competence by Design (CBD).

resultsProgram contexts both enabled and hindered how CBD translated into practice. The operative context was aligned with the principles of competency-focused instruction and allowed for frequent, direct observation and formative feedback. Time, personnel, and technology constraints unique to the patterns of practice in operative settings hindered programmatic assessment.

conclusionAdaptations to CBME that are responsive to the context of programs can support the intended conceptual learning conditions of CBME.

Indexed as

Clinical CompetenceCompetency-Based EducationCanadaGrounded TheoryHumans

Identifiers

PMID39915058
PMCPMC11818780

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

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.