Competency-based medical education: theory to practice

@article{Frank2010CompetencybasedME,
  title={Competency-based medical education: theory to practice},
  author={Jason R. Frank and Linda S Snell and Olle ten Cate and Eric S Holmboe and Carol Carraccio and Susan R. Swing and Peter G Harris and Nicholas J. Glasgow and Craig M. Campbell and Deepak Dath and Ronald McG. Harden and William F. Iobst and Donlin M. Long and Rani Mungroo and Denyse Richardson and Jonathan Sherbino and Ivan L Silver and Sarah A Taber and Martin Talbot and Kenneth A. Harris},
  journal={Medical Teacher},
  year={2010},
  volume={32},
  pages={638 - 645}
}
Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. [] Key Method We engaged in a multi-stage group process and held a consensus conference with the aim of reviewing the scholarly literature of competency-based medical education, identifying controversies in need of clarification, proposing definitions and concepts that could be useful to…
Identifying the policy implications of competency-based education
TLDR
This paper examines the concepts of CBME through a broad educational policy lens, identifying considerations for medical education leaders, health care institutions, and policy-makers at both the meso (program, institutional) and macro (health care system, inter-jurisdictional, and international) levels.
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TLDR
A proposed CBME research agenda developed by the International CBME Collaborators is described, which includes questions about the meaning of key concepts of CBME and their implications for learners, faculty members, and institutional structures.
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TLDR
The challenge presently facing medical educators, in psychiatry and beyond, is developing objective competencies in a way that holistically encapsulates the work that physicians perform and avoids reductionism.
Evolving concepts of assessment in a competency-based world
TLDR
Recent developments since the publication in 2010 of Holmboe and colleagues’ description of CBME assessment are explored, and seven themes regarding assessment that arose at the second invitational summit on CBME, held in 2013, are described.
Does One Size Truly Fit All? The COUPE Undergraduate Perspective on Competency-Based Medical Education in Psychiatry
TLDR
Review of existing literature on CBME in UGME demonstrates that it has been well analyzed, and it remains unclear whether measures will align with real-life outcomes meaningful to the public.
Toward a glossary of competency-based medical education terms.
TLDR
This work identified “key elements” of commonly used CBME terms and used those elements to create a succinct definition for each term, to address the lack of consistent definitions.
Challenges of implementing competency-based medical education postgraduate training programs: the issue of context
TLDR
The evolution of CBME is discussed and some perceived challenges in CBME curriculum development and implementation in postgraduate (residency) medical education are addressed.
Twelve tips for bringing competencies into continuing professional development: Curriculum mapping
There is a growing worldwide awareness in the field of health professions education and research that a successful implementation of competency-based medical education (CBME) requires embracing all
Growth mindset in competency-based medical education
TLDR
The challenges associated with shifting away from the fixed mindset of most traditional medical education assumptions and practices are described and potential solutions and strategies at the individual, relational, and systems levels are discussed.
Re-examining the value proposition for Competency-Based Medical Education
TLDR
It is felt that a renewed effort to find a shared vision of medical education and the true value proposition of CBME is required to recreate a growth-oriented mindset.
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