A practical approach to Competency-Based Education in Your Residency Training Program: From Concept to Implementation

Please note: Registration for the 2017 Competency Based Curriculum Program is closed.


Both the Royal College of Physicians and Surgeons of Canada and the ACGME in the USA have recommended that all post-graduate training programs in medicine become competency based in the near future. Our day-long workshop on how to develop and implement a competency-based training curriculum in residency training programs hopes to assist program directors, chairs, and educators involved in this initiative in preparing for these changes. The past four workshops have garnered positive feedback from participants. This year, we continue to expand the workshop to include interactive breakout sessions with expert faculty implementing CBME in various specialties.

Target Audience

Chairs, Program Directors and Administrators, and Educators of residency training programs

Educators involved with designing and implementing residency level curricula

Workshop Features and Format

  • How to design a competency based curriculum, including an introductory technical skills boot camp
  • How to build state-of-the-art, user-friendly tools for the evaluation of competence
  • Lessons learned from the University of Toronto Orthopaedics competency based curriculum pilot project as well as leaders of the implementation of competency based training in multiple specialties
  • Q&A sessions with leaders involved in competency based curriculum in multiple specialties
  • Break-out sessions with leaders in competency based training to develop competency based modules for your own residency program

Though developed by The Division of Orthopaedics, Faculty of Medicine, University of Toronto, the principles presented will be applicable to other specialties. The program will reflect the diversity of registrants.


Continuing Professional Development (CPD), Temerty Faculty of Medicine, University of Toronto, is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME), a subcommittee of the Committee on Accreditation of Canadian Medical Schools (CACMS). This standard allows CPD to review and assess educational activities based on the criteria established by The College of Family Physicians of Canada and the Royal College of Physicians and Surgeons of Canada.

The Royal College of Physicians and Surgeons of Canada (Royal College) has established agreements with each of the American Medical Association (AMA), and the European Accreditation Council for Continuing Medical Education (EACCME®) where activities approved for Royal College MOC Credits are eligible for conversion to AMA PRA Category 1 Credit™ and UEMS-EACCME European CME Credit (ECMEC®) credits, respectively.

Faculty Disclosure

It is the policy of University of Toronto, Faculty of Medicine, Continuing Professional Development to ensure balance, independence, objectivity, and scientific rigor in all its individually accredited or jointly accredited educational programs. Speakers and/or planning committee members, participating in University of Toronto accredited programs, are expected to disclose to the program audience any real or apparent conflict(s) of interest that may have a direct bearing on the subject matter of the continuing education program. This pertains to relationships within the last FIVE (5) years with pharmaceutical companies, biomedical device manufacturers, or other corporations whose products or services are related to the subject matter of the presentation topic. The intent of this policy is not to prevent a speaker with a potential conflict of interest from making a presentation. It is merely intended that any potential conflict should be identified openly so that the listeners may form their own judgments about the presentation with the full disclosure of facts. It remains for the audience to determine whether the speaker's outside interests may reflect a possible bias in either the exposition or the conclusions presented.