In competency-based medical education, assessment of the “intrinsic roles” of CanMEDS in the clinical clerkship is challenging. Our lead faculty members for the intrinsic roles and our clinical clerkship rotation leaders needed to identify professional teaching/learning strategies and valid assessment tools that could be implemented within the context of specific clinical rotations.
We used a form of “speed dating” to facilitate interaction between clerkship course directors and “competency leads” (faculty with expertise in the CanMEDS roles). We proposed that the opportunities for interaction would lead to development and proposals for implementation of new objectives, pedagogies and assessment tools. Using 90 minutes of a half-day faculty development retreat, each lead had a station, while directors changed stations at 10-minute intervals. Leads completed a structured worksheet during the “date” and timing was strictly enforced to encourage focused dialogue.
This session will discuss our reason for using the speed dating format, the process we underwent, some tips for effective speed dating as a faculty development tool, and the results of our speed dating workshop.