Designing and implementing a competency-based curriculum: Leadership implications

Abstract

This paper discusses the approach in residency curriculum redesign based on the six ACGME competencies and the implementation of the new curriculum through adaptive and participatory leadership. Broad faculty and resident input was sought through applying adaptive leadership principles to ensure participation and ownership in the development of the novel curriculum. A new curriculum format was designed with specified teaching and evaluation methods for all goals and objectives. To support the new curriculum, an 18-month core didactics schedule was implemented. Faculty development sessions and resident workshops were conducted to improve the teaching and evaluation methods used in the department.Empowered by the participatory leadership opportunity, the residents formed an Education Sub-committee to the Residency Program Curriculum Committee and organized themselves to research peer programs' approaches in curriculum and teaching.The input of the residents' Education Sub-committee was essential in leading further curriculum improvements and competency mastery. Broad engagement of faculty and residents gave momentum to change and acted as a catalyst of their pro-active involvement. Adaptive and participatory leadership approaches brought about rapid change in the residency program curriculum redesign and improved the learning environment.The design and implementation of the new curriculum were completed within six months. © Copyright 2008 by Academic Leadership.