Sept façons à prendre en main la mise en œuvre de la formation médicale fondée sur les compétences au niveau des programmes

Competency-based medical education (CBME) curricula are becoming increasingly common in graduate medical education. Put simply, CBME is focused on educational outcomes, is independent of methods and time, and is composed of achievable competencies.1 In spite of widespread uptake, there remains much to learn about implementing CBME at the program level. Leveraging the collective experience of program leaders at Queen’s University, where CBME simultaneously launched across 29 specialty programs in 2017, this paper leverages change management theory to provide a short summary of how program leaders can navigate the successful preparation, launch, and initial implementation of CBME within their residency programs

Genome-wide associations for birth weight and correlations with adult disease

Birth weight (BW) is influenced by both foetal and maternal factors and in observational studies is reproducibly associated with future risk of adult metabolic diseases including type 2 diabetes (T2D) and cardiovascular disease1. These lifecourse associations have often been attributed to the impact of an adverse early life environment. We performed a multi-ancestry genome-wide association study (GWAS) meta-analysis of BW in 153,781 individuals, identifying 60 loci where foetal genotype was associated with BW (P <5x10-8). Overall, ˜15% of variance in BW could be captured by assays of foetal genetic variation. Using genetic association alone, we found strong inverse genetic correlations between BW and systolic blood pressure (rg-0.22, P =5.5x10-13), T2D (rg-0.27, P =1.1x10-6) and coronary artery disease (rg-0.30, P =6.5x10-9) and, in large cohort data sets, demonstrated that genetic factors were the major contributor to the negative covariance between BW and future cardiometabolic risk. Pathway analyses indicated that the protein products of genes within BW-associated regions were enriched for diverse processes including insulin signalling, glucose homeostasis, glycogen biosynthesis and chromatin remodelling. There was also enrichment of associations with BW in known imprinted regions (P =1.9x10-4). We have demonstrated that lifecourse associations between early growth phenotypes and adult cardiometabolic disease are in part the result of shared genetic effects and have highlighted some of the pathways through which these causal genetic effects are mediated

Genome-wide associations for birth weight and correlations with adult disease

Birth weight (BW) has been shown to be influenced by both fetal and maternal factors and in observational studies is reproducibly associated with future risk of adult metabolic diseases including type 2 diabetes (T2D) and cardiovascular disease. These life-course associations have often been attributed to the impact of an adverse early life environment. Here, we performed a multi-ancestry genome-wide association study (GWAS) meta-analysis of BW in 153,781 individuals, identifying 60 loci where fetal genotype was associated with BW ($\textit{P}$  < 5 × 10$^{-8}$). Overall, approximately 15% of variance in BW was captured by assays of fetal genetic variation. Using genetic association alone, we found strong inverse genetic correlations between BW and systolic blood pressure ($\textit{R}$ $_{g}$ = -0.22, $\textit{P}$  = 5.5 × 10$^{-13}$), T2D ($\textit{R}$ $_{g}$ = -0.27, $\textit{P}$  = 1.1 × 10$^{-6}$) and coronary artery disease ($\textit{R}$ $_{g}$ = -0.30, $\textit{P}$  = 6.5 × 10$^{-9}$). In addition, using large -cohort datasets, we demonstrated that genetic factors were the major contributor to the negative covariance between BW and future cardiometabolic risk. Pathway analyses indicated that the protein products of genes within BW-associated regions were enriched for diverse processes including insulin signalling, glucose homeostasis, glycogen biosynthesis and chromatin remodelling. There was also enrichment of associations with BW in known imprinted regions ($\textit{P}$ = 1.9 × 10$^{-4}$). We demonstrate that life-course associations between early growth phenotypes and adult cardiometabolic disease are in part the result of shared genetic effects and identify some of the pathways through which these causal genetic effects are mediated.For a full list of the funders pelase visit the publisher's website and look at the supplemetary material provided. Some of the funders are: British Heart Foundation, Cancer Research UK, Medical Research Council, National Institutes of Health, Royal Society and Wellcome Trust

Maternal and fetal genetic effects on birth weight and their relevance to cardio-metabolic risk factors.

Birth weight variation is influenced by fetal and maternal genetic and non-genetic factors, and has been reproducibly associated with future cardio-metabolic health outcomes. In expanded genome-wide association analyses of own birth weight (n = 321,223) and offspring birth weight (n = 230,069 mothers), we identified 190 independent association signals (129 of which are novel). We used structural equation modeling to decompose the contributions of direct fetal and indirect maternal genetic effects, then applied Mendelian randomization to illuminate causal pathways. For example, both indirect maternal and direct fetal genetic effects drive the observational relationship between lower birth weight and higher later blood pressure: maternal blood pressure-raising alleles reduce offspring birth weight, but only direct fetal effects of these alleles, once inherited, increase later offspring blood pressure. Using maternal birth weight-lowering genotypes to proxy for an adverse intrauterine environment provided no evidence that it causally raises offspring blood pressure, indicating that the inverse birth weight-blood pressure association is attributable to genetic effects, and not to intrauterine programming.The Fenland Study is funded by the Medical Research Council (MC_U106179471) and Wellcome Trust

Cela va dans les deux sens : le point de vue des résidents sur l’efficacité des relations de coaching dans l’environnement d’apprentissage clinique

Background: Coaching has gained traction in postgraduate medical education to enhance interactions between residents and clinical teachers, but these relationships present unique challenges and tensions. In order to realize the promises of coaching in medical education, we must understand how coaching relationships can be enacted to optimize resident development. The purpose of this study was to explore residents’ perceptions of key characteristics for effective clinical teacher-resident (CT-R) coaching relationships.  Methods: We conducted four focus groups and eight interviews with residents at a Canadian academic center. Using a social constructionist approach, focus groups and interviews were audio recorded, transcribed verbatim, and thematically analyzed.  Results: Residents described three main characteristics that contributed to effective CT-R coaching relationships: safe, meaningful, and collaborative. Residents emphasized that these characteristics needed to be bidirectional in nature to be most effective, in that both the resident and clinical teacher embodied these characteristics.  Conclusions: Residents identified that effective coaching relationships were shaped not only by clinical teacher behaviours, but importantly, the quality of the interpersonal relationship that was fostered. Thus, it is imperative to consider the bidirectional nature of the CT-R coaching relationship when striving to enhance resident development.Contexte : Bien que le coaching ait gagné du terrain en éducation médicale postgraduée, notamment comme moyen de renforcer les interactions entre les résidents et les cliniciens enseignants, les rapports entre eux présentent néanmoins des défis et des tensions uniques. Pour atteindre les résultats souhaités en lien avec le coaching en éducation médicale, il faut comprendre comment ces interactions peuvent être mises à profit de façon à optimiser le perfectionnement des résidents. L’objectif de cette étude était d’explorer les perceptions des résidents quant aux caractéristiques clés d’une relation de coaching efficace entre le clinicien enseignant et le résident.  Méthodes : Nous avons organisé quatre groupes de discussion et huit entretiens avec des résidents d’un centre universitaire canadien. Suivant une approche socioconstructiviste, les groupes de discussion et les entrevues ont été enregistrés, les verbatims ont été transcrits et ensuite analysés de façon thématique.  Résultats : Les résidents ont décrit trois caractéristiques principales de la relation de coaching pouvant contribuer à son efficacité : elle doit être sécuritaire, significative et collaborative. Ils ont insisté sur le fait que pour atteindre une efficacité optimale des interactions de coaching, ces caractéristiques devaient être bidirectionnelles, à savoir présentes tant chez le résident que le clinicien enseignant.  Conclusions : D’après les résidents, si l’efficacité de la relation de coaching est déterminée par les comportements des cliniciens enseignants, elle dépend surtout de la qualité des rapports interpersonnels cultivés. Il est donc impératif de tenir compte de la nature bidirectionnelle de la relation de coaching entre cliniciens enseignants et résidents lorsqu’on vise à améliorer le développement de ces derniers

It’s a ‘two-way street’: resident perspectives of effective coaching relationships in the clinical learning environment

Background: Coaching has gained traction in postgraduate medical education to enhance interactions between residents and clinical teachers, but these relationships present unique challenges and tensions. In order to realize the promises of coaching in medical education, we must understand how coaching relationships can be enacted to optimize resident development. The purpose of this study was to explore residents’ perceptions of key characteristics for effective clinical teacher-resident (CT-R) coaching relationships. Methods: We conducted four focus groups and eight interviews with residents at a Canadian academic center. Using a social constructionist approach, focus groups and interviews were audio recorded, transcribed verbatim, and thematically analyzed. Results: Residents described three main characteristics that contributed to effective CT-R coaching relationships: safe, meaningful, and collaborative. Residents emphasized that these characteristics needed to be bidirectional in nature to be most effective, in that both the resident and clinical teacher embodied these characteristics. Conclusions: Residents identified that effective coaching relationships were shaped not only by clinical teacher behaviours, but importantly, the quality of the interpersonal relationship that was fostered. Thus, it is imperative to consider the bidirectional nature of the CT-R coaching relationship when striving to enhance resident development.Contexte : Bien que le coaching ait gagné du terrain en éducation médicale postgraduée, notamment comme moyen de renforcer les interactions entre les résidents et les cliniciens enseignants, les rapports entre eux présentent néanmoins des défis et des tensions uniques. Pour atteindre les résultats souhaités en lien avec le coaching en éducation médicale, il faut comprendre comment ces interactions peuvent être mises à profit de façon à optimiser le perfectionnement des résidents. L’objectif de cette étude était d’explorer les perceptions des résidents quant aux caractéristiques clés d’une relation de coaching efficace entre le clinicien enseignant et le résident. Méthodes : Nous avons organisé quatre groupes de discussion et huit entretiens avec des résidents d’un centre universitaire canadien. Suivant une approche socioconstructiviste, les groupes de discussion et les entrevues ont été enregistrés, les verbatims ont été transcrits et ensuite analysés de façon thématique. Résultats : Les résidents ont décrit trois caractéristiques principales de la relation de coaching pouvant contribuer à son efficacité : elle doit être sécuritaire, significative et collaborative. Ils ont insisté sur le fait que pour atteindre une efficacité optimale des interactions de coaching, ces caractéristiques devaient être bidirectionnelles, à savoir présentes tant chez le résident que le clinicien enseignant. Conclusions : D’après les résidents, si l’efficacité de la relation de coaching est déterminée par les comportements des cliniciens enseignants, elle dépend surtout de la qualité des rapports interpersonnels cultivés. Il est donc impératif de tenir compte de la nature bidirectionnelle de la relation de coaching entre cliniciens enseignants et résidents lorsqu’on vise à améliorer le développement de ces derniers

Only When They Seek: Exploring Supervisor and Resident Perspectives and Positions on Upward Feedback

INTRODUCTION: Verbal feedback from trainees to supervisors is rare in medical education, although valuable for improvement in teaching skills. Research has mostly examined narrative comments on resident evaluations of their supervisors. This study aimed to explore supervisors' and residents' beliefs and experiences with upward feedback, along with recommendations to initiate and facilitate effective conversations. METHODS: Using 60-minute focus group discussions, a previous study explored opinions of internal medicine residents and clinical supervisors at the Brigham and Women's Hospital regarding the impact of institutional culture on feedback conversations. For this study, we conducted a thematic analysis of the transcribed, anonymous data to identify key concepts pertaining only to verbal upward feedback, through the theoretical lens of Positioning theory. RESULTS: Twenty-two supervisors and 29 residents participated in three and five focus groups, respectively. Identified themes were mapped to three research questions regarding (1) existing beliefs (lack of impact, risks to giving supervisors feedback, need for preparation and reflection), (2) experiences (nonspecific language, avoidance of upward feedback, bypassing the supervisor), and (3) recommended approaches (setting clear expectations, seeking specific feedback, emphasizing interest in growth). DISCUSSION: Study participants appeared to assume learner-teacher positions during feedback conversations, resulting in residents' concerns of adverse consequences, beliefs that supervisors will neither accept feedback nor change their behaviors, and avoidance of constructive upward feedback. Residents suggested that emphasis on mutual professional growth and regular feedback seeking by supervisors could encourage them to take on the role of feedback providers. Their recommendations could be a valuable starting point for faculty development initiatives on upward feedback