AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes

Harden, Jim

doi:10.1080/01421599978951

Cited by 319 publications

(71 citation statements)

References 8 publications

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“…taking drug history, writing prescriptions; Appendix S3), we found no clear consensus among CPT teachers on which prescribing competencies are required before medical students/graduates are allowed to prescribe. A clear definition of competencies is important to steer curricular content – specifically, assessment – and students' approach to learning 90. A lack of agreement on the required competencies of students has also been identified in other areas of medical education – for example, global health 91 and nutritional medicine 92.…”

Section: Discussionmentioning

confidence: 99%

Do final‐year medical students have sufficient prescribing competencies? A systematic literature review

Brinkman

Tichelaar

Graaf

et al. 2018

Brit J Clinical Pharma

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AimsPrescribing errors are an important cause of patient safety incidents and are frequently caused by junior doctors. This might be because the prescribing competence of final‐year medical students is poor as a result of inadequate clinical pharmacology and therapeutic (CPT) education. We reviewed the literature to investigate which prescribing competencies medical students should have acquired in order to prescribe safely and effectively, and whether these have been attained by the time they graduate.MethodsPubMed, EMBASE and ERIC databases were searched from the earliest dates up to and including January 2017, using the terms ‘prescribing’, ‘competence’ and ‘medical students’ in combination. Articles describing or evaluating essential prescribing competencies of final‐year medical students were included.ResultsTwenty‐five articles describing, and 47 articles evaluating, the prescribing competencies of final‐year students were included. Although there seems to be some agreement, we found no clear consensus among CPT teachers on which prescribing competencies medical students should have when they graduate. Studies showed that students had a general lack of preparedness, self‐confidence, knowledge and skills, specifically regarding general and antimicrobial prescribing and pharmacovigilance. However, the results should be interpreted with caution, given the heterogeneity and methodological weaknesses of the included studies.ConclusionsThere is considerable evidence that final‐year students have insufficient competencies to prescribe safely and effectively, although there is a need for a greater consensus among CPT teachers on the required competencies. Changes in undergraduate CPT education are urgently required in order to improve the prescribing of future doctors.

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Section: Discussionmentioning

confidence: 99%

Do final‐year medical students have sufficient prescribing competencies? A systematic literature review

Brinkman

Tichelaar

Graaf

et al. 2018

Brit J Clinical Pharma

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“…Because physicians’ contract with society is based on medical professionalism, this concept is a critical learning goal in medical education [1, 2]. This appears to be the first study to exclusively explore the ideas that medical students believe are crucial to medical professionalism, in the specific of South Korea.…”

Section: Discussionmentioning

confidence: 99%

“…Although physicians need to learn about medical professionalism [1, 2], there is no scholarly consensus on how to define this concept in South Korea. Superficial education on the topic that is not sufficiently grounded in either core ethical ideas or moral values can cause medical students to develop negative perceptions of professionalism [3]; thus, related medical curricula can end up comprising only lists of rules and/or prohibited behaviors [4].…”

Section: Introductionmentioning

confidence: 99%

A qualitative thematic content analysis of medical students’ essays on professionalism

et al. 2017

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BackgroundPhysicians in both Western and Eastern countries are being confronted by changes in health care delivery systems and medical professionalism values. The traditional concept of “In-Sul” (benevolent art) and the modern history of South Korea have led to cultural differences between South Korea and other countries in conceptualizing medical professionalism; thus, we studied medical students’ perceptions of professionalism as described in essays written on this topic.MethodsIn 2014, we asked 109 first-year medical students who were enrolled in a compulsory ethics course to anonymously write a description of an instance of medical professionalism that they had witnessed, as well as reflecting on their own professional context. We then processed 105 valid essays using thematic content analysis with computer-assisted qualitative data analysis software.ResultsThematic analysis of the students’ essays revealed two core aspects of professionalism in South Korea, one focused on respect for patients and the other on physicians’ accountability. The most common theme regarding physician–patient relationships was trust. By contrast, distributive justice was thought to be a non-essential aspect of professionalism.ConclusionsIn Western countries, physicians tend to promote justice in the health care system, including fair distribution of medical resources; however, we found that medical students in South Korea were more inclined to emphasize doctors’ relationships with patients. Medical educators should develop curricular interventions regarding medical professionalism to meet the legitimate needs of patients in their own culture. Because professionalism is a dynamic construct of culture, medical educators should reaffirm cultural context-specific definitions of professionalism for development of associated curricula.

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“…The traditional curriculum focuses mainly on 'what to teach', 'when to teach' and 'how to teach' within a given time frame, whereas the CBE curriculum focuses on the competencies needed at the end of the programme. CBE is a visionary new approach to medical education because it emphasised the type of doctor produced rather than the process of education (Harden et al 1999).…”

Section: Competencybased Education (Cbe) Modelmentioning

confidence: 99%

Hierarchy of Objectives in Health Professional Curriculum: From Traditional to Competency Based Education Model

PK¹,

Sa²,

JI³

2017

Bull. Pharm. Res.

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The objectives in health professional curriculum have been expressed in different terms to communicate expectations of the programme. Curriculum designers sometimes encounter difficulties in selecting suitable terms from many identical terms when developing the curriculum. This review helps to clarify the use of different forms of objectives in a traditional or competency-based curriculum in health professional education. In a traditional curriculum, the terms general and specific objectives are used to indicate the purpose of the programme or course; whereas in competency-based education, the terms competencies, outcomes and milestones are often used. Some authors tend to think of objective as an alternative name for outcome and use the words interchangeably. However, the emphasis in the traditional model is on the teaching and learning process whereas the competency-based education model focuses on the outcomes i.e. what the learners achieve at the end of the programme. This review suggests that, whilst developing the curriculum, educators in health professions need to have a clear understanding of the distinction between the objectives of a traditional curriculum and the outcomes of a competency-based curriculum to satisfy the requirements of different stakeholders including accrediting bodies.

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AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes

Cited by 319 publications

References 8 publications

Do final‐year medical students have sufficient prescribing competencies? A systematic literature review

Do final‐year medical students have sufficient prescribing competencies? A systematic literature review

A qualitative thematic content analysis of medical students’ essays on professionalism

Hierarchy of Objectives in Health Professional Curriculum: From Traditional to Competency Based Education Model

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