Implementing competency-based medical education: What changes in curricular structure and processes are needed?
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| Title: | Implementing competency-based medical education: What changes in curricular structure and processes are needed? |
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| Authors: | Nousiainen, Markku T. (AUTHOR), Caverzagie, Kelly J. (AUTHOR), Ferguson, Peter C. (AUTHOR), Frank, Jason R. (AUTHOR) |
| Source: | Medical Teacher. Jun2017, Vol. 39 Issue 6, p594-598. 5p. |
| Subjects: | CURRICULUM planning (Higher education), YOUNG adults, ADULTS, HIGHER education, PROFESSIONAL education, OUTCOME-based education, MEDICAL education, CURRICULUM, COLLEGE teachers, LEADERSHIP, ORGANIZATIONAL change, HUMAN services programs |
| Abstract: | Medical educators must prepare for a number of challenges when they decide to implement a competency-based curriculum. Many of these challenges will pertain to three key aspects of implementation: organizing the structural changes that will be necessary to deliver new curricula and methods of assessment; modifying the processes of teaching and evaluation; and helping to change the culture of education so that the CBME paradigm gains acceptance. This paper focuses on nine key considerations that will support positive change in first two of these areas. Key considerations include: ensuring that educational continuity exists amongst all levels of medical education, altering how time is used in medical education, involving CBME in human health resources planning, ensuring that competent doctors work in competent health care systems, ensuring that information technology supports CBME, ensuring that faculty development is supported, ensuring that the rights and responsibilities of the learner are appropriately balanced in the workplace, preparing for the costs of change, and having appropriate leadership in order to achieve success in implementation. [ABSTRACT FROM PUBLISHER] |
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| Database: | Teacher Reference Center |
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| Abstract: | Medical educators must prepare for a number of challenges when they decide to implement a competency-based curriculum. Many of these challenges will pertain to three key aspects of implementation: organizing the structural changes that will be necessary to deliver new curricula and methods of assessment; modifying the processes of teaching and evaluation; and helping to change the culture of education so that the CBME paradigm gains acceptance. This paper focuses on nine key considerations that will support positive change in first two of these areas. Key considerations include: ensuring that educational continuity exists amongst all levels of medical education, altering how time is used in medical education, involving CBME in human health resources planning, ensuring that competent doctors work in competent health care systems, ensuring that information technology supports CBME, ensuring that faculty development is supported, ensuring that the rights and responsibilities of the learner are appropriately balanced in the workplace, preparing for the costs of change, and having appropriate leadership in order to achieve success in implementation. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2017.1315077 |
