An Expectancy-Value-Cost Analysis of an Institutional Transition to Competency-Based Medical Education

• In Event: Hilton Roundtable Session 1
  In Roundtable Session: Competencies and Competency-Based Education for the 21st Century Professional

Abstract

Using Expectancy-Value-Cost Theory, this outcome harvesting program evaluation used a 15-item survey including qualitative and quantitative items pertaining to sources of confidence, value, and costs of the then impending transition to CBME to assess relative stakeholder engagement in the CBME process. CBME, while often highly valued, also has contextual and psychological costs for the individual. Thematic and statistical analyses revealed differences in CBME expectancies and perceived costs, but not by value. The varied acceptance among stakeholders illustrates that the culture change expected by CBME has not occurred uniformly and that special attention needs to be paid to the preceptors conducting resident assessment to facilitate CBME uptake and successful implementation.

Authors

• Denise Stockley, Queen's University

• Eleftherios Kyprianos Soleas, Queen's University

• Leslie V. Flynn, Queen's University - Kingston

• Rylan G Egan, Queen's University - Kingston