Competency-based medical education for the clinician-educator: the coming of Milestones version 2

Torralba, Karina D.; Jose, Donna; Katz, James D.

doi:10.1007/s10067-020-04942-7

Cited by 12 publications

(6 citation statements)

References 28 publications

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“…Milestones reflect the evolution toward a learner-centered approach to training, a CBME approach that is better aligned with adult learning theory. Adult learning theory is anchored in self-direction of learning, autonomy, problemcentered learning, and the cumulative nature of knowledge, life experiences, and goals and objectives (29)(30)(31)(32). The learner maintains an active role as a contributor to the educational process.…”

Section: Discussionmentioning

confidence: 99%

Rheumatology Milestones 2.0: A Roadmap for Competency‐Based Medical Training of Rheumatology Fellows in the 21st Century

Liebowìtz¹,

Torralba

Kolfenbach

et al. 2022

Arthritis Care & Research

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Objective Since 2014, rheumatology fellows have been assessed not only based on their ability to provide patient care and possession of medical knowledge but also on their skill in serving as patient advocates, navigators of health systems, and members of a health care team. Such assessments have been carried out through the use of competency‐based milestones from the Accreditation Council of Graduate Medical Education (ACGME). However, a needs assessment has demonstrated interest in more context validity and subspecialty relevance since the development of the ACGME internal medicine (IM) subspecialty reporting milestones. The ACGME thus created a milestones working group, and the present study was undertaken to develop Rheumatology Milestones 2.0 as well as a supplemental guide to assist with implementation. Methods The working group, consisting of 7 rheumatology program directors, 2 division directors, a community practice rheumatologist, a rheumatology fellow in training, and a public member who is a rheumatology patient, was overseen by the ACGME vice president for milestones development and met through three 12‐hour, in‐person meetings to compose the rheumatology specialty milestones and supplemental guide within the ACGME Milestones 2.0 project. Results Informed by the needs assessment data and stakeholders, the working group revised and adapted the ACGME IM subspecialty reporting milestones to create a rheumatology‐specific set of milestones and a supplemental guide for their implementation. Conclusion The Rheumatology Milestones 2.0 provides a specialty‐specific, competency‐based evaluation tool that can be used by program directors, clinical competency committees, and others to assess the competencies of rheumatology fellows during training and help measure readiness for independent practice.

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Section: Discussionmentioning

confidence: 99%

Rheumatology Milestones 2.0: A Roadmap for Competency‐Based Medical Training of Rheumatology Fellows in the 21st Century

Liebowìtz¹,

Torralba

Kolfenbach

et al. 2022

Arthritis Care & Research

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“…Competency therefore comprises the integration of knowledge, skills, and attitudes required for successful and responsible problem-solving in various situations. Currently, these definitions together with competency-based medical education are the basis for several frameworks of medical education such as the Canadian CanMEDS framework [ 3 , 4 ], the Scottish Deans’ Medical Curriculum [ 5 ], the Australian Curriculum Framework for Junior Doctors [ 6 ], the 2019 Framework for Undergraduate Medical Education in the Netherlands [ 7 ], the German National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) [ 8 ], and The Accreditation Council on Graduate Medical Education (ACGME) in the US [ 9 ].…”

Section: Methodsmentioning

confidence: 99%

Proposed definition of competencies for surgical neuro-oncology training

et al. 2021

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Objective The aim of this work is to define competencies and entrustable professional activities (EPAs) to be imparted within the framework of surgical neuro-oncological residency and fellowship training as well as the education of medical students. Improved and specific training in surgical neuro-oncology promotes neuro-oncological expertise, quality of surgical neuro-oncological treatment and may also contribute to further development of neuro-oncological techniques and treatment protocols. Specific curricula for a surgical neuro-oncologic education have not yet been established. Methods We used a consensus-building approach to propose skills, competencies and EPAs to be imparted within the framework of surgical neuro-oncological training. We developed competencies and EPAs suitable for training in surgical neuro-oncology. Result In total, 70 competencies and 8 EPAs for training in surgical neuro-oncology were proposed. EPAs were defined for the management of the deteriorating patient, the management of patients with the diagnosis of a brain tumour, tumour-based resections, function-based surgical resections of brain tumours, the postoperative management of patients, the collaboration as a member of an interdisciplinary and/or -professional team and finally for the care of palliative and dying patients and their families. Conclusions and Relevance The present work should subsequently initiate a discussion about the proposed competencies and EPAs and, together with the following discussion, contribute to the creation of new training concepts in surgical neuro-oncology.

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“…Milestones is an important area of practice, observation, and research, with many questions still to be revealed and that, associated with EPAs, can strengthen CBME's objectives (Carraccio et al, 2017;Ten Cate, 2019). The Milestones can correspond to Dreyfus' five levels of results assessment, namely: beginner, advanced, competent, proficient, and expert (Torralba, Jose and Katz, 2020). Correspond to strategic points for changing levels so that EPAs are performed safely and effectively.…”

Section: Tip 10mentioning

confidence: 99%

Twelve tips for essential aspects in the elaboration of Global Medical Curricula in a context of Medical Competencies, EPAs, and Milestones

Dias¹,

Ferreira²

2021

MedEdPublish

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Good global education values cultural diversity, sharing of essential views and encourages regional development, believing that it is possible to understand humans as global citizens, who can contribute to a more peaceful, just and sustainable world, without discarding their nationality. The construction of a global medical curriculum is still challenging. The aim of this set of twelve tips is to present conceptual aspects, opinions, and suggestions regarding points of essentiality and convergence in a context of Medical Competencies, EPAs, and Milestones. Based on the literature and empirical observations, we present 12 tips on medical education issues: professional identity; mobility; digital culture; educational objectives; definition of competency-based medical education; implement CBME; assessment; understanding the EPAs; designing EPAs; milestones; faculty development; and artificial intelligence. The strategic points of a learning-teaching-assessment process at CBME are real and significant educational objectives; clear and well-defined competencies; EPAs planned for learning and assessment in all subjects, from the beginning of the school; and milestones as references of complexity and structured by levels. The CBME as a new and positive paradigm needs to invest heavily in faculty development and the assessment system.

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Competency-based medical education for the clinician-educator: the coming of Milestones version 2

Cited by 12 publications

References 28 publications

Rheumatology Milestones 2.0: A Roadmap for Competency‐Based Medical Training of Rheumatology Fellows in the 21st Century

Rheumatology Milestones 2.0: A Roadmap for Competency‐Based Medical Training of Rheumatology Fellows in the 21st Century

Proposed definition of competencies for surgical neuro-oncology training

Twelve tips for essential aspects in the elaboration of Global Medical Curricula in a context of Medical Competencies, EPAs, and Milestones

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