Purpose: The RCPSC Orthopaedic Specialty Committee for Residency Training and the Examination Committee for Orthopaedic Surgery requested that work be completed to assist with identifying competencies that should be included in a core curriculum for graduating orthopaedic surgery residents in Canada. The purpose of this study was to determine competencies to be of greatest importance by orthopaedic surgeons whose primary affiliation was non-university, for the purpose of developing a core curriculum in orthopaedic surgery for graduating residents within Canada.

Method: A 281-item list of competencies was developed consisting of three sections: a previously validated curriculum for musculoskeletal health, Orthopaedic Specialty objectives of the Royal College of Physicians and Surgeons of Canada, curricula representing orthopaedic programs from accredited academic orthopaedic programs within Canada and, a comprehensive procedure list. Competencies were compared to existing curricula within Canada. A content review was completed and a modified questionnaire was developed. A stratified, randomized selection of, non – university, orthopaedic surgeons rated each individual item on an integer scale 1 to 4 of increasing level of importance. Summary statistics across all respondents were given. Average mean scores and standard deviations were computed. Secondary analyses were computed in general, paediatrics, trauma and adult reconstruction.

Results: 131/156 (84 %) of orthopaedic surgeons participated. 240/281 competencies (85.4%) were rated average scores of at least 3.0 suggesting probably important or important to demonstrate competency by completion of training. 41/281 items (15.6%) were given average scores between 2.0 and 2.93 thus suggesting not important.

Conclusion: This study identified competencies necessary for a Core Curriculum for Orthopaedic Surgery. Complex procedures in various categories and content considered less essential for orthopaedic surgeons were rated to be less important. How curriculum is ultimately structured, delivered and implemented needs to be studied. We know that learning activities are “driven” by the evaluation of competencies. Is competency-based education on the horizon or should we be focused on assessing competencies within the current method of curriculum delivery?