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Overarching challenges to the implementation of competency-based medical education.

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Title: Overarching challenges to the implementation of competency-based medical education.
Authors: Caverzagie, Kelly J. (AUTHOR), Nousiainen, Markku T. (AUTHOR), Ferguson, Peter C. (AUTHOR), ten Cate, Olle (AUTHOR), Ross, Shelley (AUTHOR), Harris, Kenneth A. (AUTHOR), Busari, Jamiu (AUTHOR), Bould, M. Dylan (AUTHOR), Bouchard, Jacques (AUTHOR), Iobst, William F. (AUTHOR), Carraccio, Carol (AUTHOR), Frank, Jason R. (AUTHOR)
Source: Medical Teacher. Jun2017, Vol. 39 Issue 6, p588-593. 6p.
Subjects: CLINICAL competence, YOUNG adults, ADULTS, HIGHER education, PROFESSIONAL education, OUTCOME-based education, MEDICAL education, INTERPROFESSIONAL relations, RESPONSIBILITY, HUMAN services programs, EDUCATIONAL outcomes
Abstract: Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression; (2) the purposeful integration of efforts to redesign both medical education and the delivery of clinical care; (3) the need to establish expected outcomes for individuals, programs, training institutions, and health care systems so that performance can be measured; and (4) the need to establish a culture of mutual accountability for the achievement of these defined outcomes. In overcoming these challenges, medical educators, leaders, and policy-makers will need to seek collaborative approaches to common problems and to learn from innovators who have already successfully made the transition to CBME. [ABSTRACT FROM PUBLISHER]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Overarching challenges to the implementation of competency-based medical education.
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  Data: <searchLink fieldCode="AR" term="%22Caverzagie%2C+Kelly+J%2E%22">Caverzagie, Kelly J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nousiainen%2C+Markku+T%2E%22">Nousiainen, Markku T.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ferguson%2C+Peter+C%2E%22">Ferguson, Peter C.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22ten+Cate%2C+Olle%22">ten Cate, Olle</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ross%2C+Shelley%22">Ross, Shelley</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harris%2C+Kenneth+A%2E%22">Harris, Kenneth A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Busari%2C+Jamiu%22">Busari, Jamiu</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bould%2C+M%2E+Dylan%22">Bould, M. Dylan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bouchard%2C+Jacques%22">Bouchard, Jacques</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Iobst%2C+William+F%2E%22">Iobst, William F.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Carraccio%2C+Carol%22">Carraccio, Carol</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Frank%2C+Jason+R%2E%22">Frank, Jason R.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22CLINICAL+competence%22">CLINICAL competence</searchLink><br /><searchLink fieldCode="DE" term="%22YOUNG+adults%22">YOUNG adults</searchLink><br /><searchLink fieldCode="DE" term="%22ADULTS%22">ADULTS</searchLink><br /><searchLink fieldCode="DE" term="%22HIGHER+education%22">HIGHER education</searchLink><br /><searchLink fieldCode="DE" term="%22PROFESSIONAL+education%22">PROFESSIONAL education</searchLink><br /><searchLink fieldCode="DE" term="%22OUTCOME-based+education%22">OUTCOME-based education</searchLink><br /><searchLink fieldCode="DE" term="%22MEDICAL+education%22">MEDICAL education</searchLink><br /><searchLink fieldCode="DE" term="%22INTERPROFESSIONAL+relations%22">INTERPROFESSIONAL relations</searchLink><br /><searchLink fieldCode="DE" term="%22RESPONSIBILITY%22">RESPONSIBILITY</searchLink><br /><searchLink fieldCode="DE" term="%22HUMAN+services+programs%22">HUMAN services programs</searchLink><br /><searchLink fieldCode="DE" term="%22EDUCATIONAL+outcomes%22">EDUCATIONAL outcomes</searchLink>
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  Data: Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression; (2) the purposeful integration of efforts to redesign both medical education and the delivery of clinical care; (3) the need to establish expected outcomes for individuals, programs, training institutions, and health care systems so that performance can be measured; and (4) the need to establish a culture of mutual accountability for the achievement of these defined outcomes. In overcoming these challenges, medical educators, leaders, and policy-makers will need to seek collaborative approaches to common problems and to learn from innovators who have already successfully made the transition to CBME. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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