2012
DOI: 10.3109/0142159x.2012.733837
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Competency-based education in family medicine

Abstract: The competency-based curriculum is both a new method of learning for residents and, a new method of teaching for faculty. While there are many potential benefits and challenges, this article focuses on the model's utility in terms of flexible learner-centered educational design, as well as its ability to identify learners' strengths and needs.

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Cited by 16 publications
(16 citation statements)
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“…Furthermore, competence-based programs have become well-established in medical education curricula. Reasons for the widespread implementation of competence-based curricula include: they are believed to be a more reliable way to ensure that every graduate is prepared for practice and they have been shown to be effective in identifying areas of strength and needs in learners and allow teachers to assess appropriate learning outcomes [11,12]. Additionally there is evidence that competence-based training helps to improve resident performance and patient safety [13].…”
Section: Introductionmentioning
confidence: 99%
“…Furthermore, competence-based programs have become well-established in medical education curricula. Reasons for the widespread implementation of competence-based curricula include: they are believed to be a more reliable way to ensure that every graduate is prepared for practice and they have been shown to be effective in identifying areas of strength and needs in learners and allow teachers to assess appropriate learning outcomes [11,12]. Additionally there is evidence that competence-based training helps to improve resident performance and patient safety [13].…”
Section: Introductionmentioning
confidence: 99%
“…In 2010, the Carnegie Foundation's Flexner centenary report related to the future of medical education in the USA (Cooke et al, 2010), endorsed a competency-based approach to curriculum development as a gold standard. Competency-based models are becoming the dominant method for evidence-based curriculum development in the health sciences (Iglar, Whitehead, & Takahashi, 2013;Gruppen et al, 2016;Katajavuori et al, 2017;Lockyer et al, 2017). In line with this, the use of Competency Based Education (CBE) in pharmacy continuing education is becoming increasingly widespread.…”
Section: Curriculum Developmentmentioning
confidence: 99%
“…Although CanMEDS is the most widely adopted competency framework, little research has been conducted on how curricula informed by it operate in practice. Previous research has focused mainly on the development of assessment instruments (Hall et al 2012 ; Jefferies et al 2011 ; Sherbino et al 2013 ), implementation processes (Frank et al 2010 ; Iglar et al 2013 ; Ringsted et al 2006 ; Rousseau et al 2007 ; Scheele et al 2008 ) and the extent to which graduates feel prepared for practice (Berkenbosch et al 2013 ; Card et al 2006 ; Haji and Steven 2014 ). Given that competency-based education directs attention to learning outcomes, it has seemed logical that research should concentrate on developing valid and reliable assessment instruments to measure these outcomes.…”
Section: Introductionmentioning
confidence: 99%