2015
DOI: 10.1111/medu.12831
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Implementation of competency-based medical education: are we addressing the concerns and challenges?

Abstract: The education community has begun to address the challenges involved in implementing CBME. Models and guidance exist to inform implementation strategies across the continuum of education, and focus on the more efficient use of resources and technology, and the use of milestones and entrustable professional activities-based frameworks. Inconsistencies in CBME definitions and frameworks remain a significant obstacle. Evolution in assessment approaches from in vitro task-based methods to in vivo integrated approa… Show more

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Cited by 313 publications
(284 citation statements)
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References 109 publications
(227 reference statements)
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“…algunos autores sostienen que el logro de competencias individuales involucra enfoques que van más allá de lo convencional, y es aquí en donde surge la preocupación sobre el vacío de consenso y principalmente de la forma en cómo se definen, desarrollan, implementan y evalúan las competencias (16,17) . Es por esto que a nivel internacional todavía se describe que existe heterogeneidad sobre las competencias que se requieren en la formación (5,16,18) .…”
Section: Discussionunclassified
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“…algunos autores sostienen que el logro de competencias individuales involucra enfoques que van más allá de lo convencional, y es aquí en donde surge la preocupación sobre el vacío de consenso y principalmente de la forma en cómo se definen, desarrollan, implementan y evalúan las competencias (16,17) . Es por esto que a nivel internacional todavía se describe que existe heterogeneidad sobre las competencias que se requieren en la formación (5,16,18) .…”
Section: Discussionunclassified
“…Es por esto que a nivel internacional todavía se describe que existe heterogeneidad sobre las competencias que se requieren en la formación (5,16,18) .…”
Section: Discussionunclassified
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“…Kommisjonen mente det var nødvendig med reformer hvor kompetansekrav ble gjort eksplisitt og studiets innhold ble tilpasset samfunnets behov. Kompetansebasert medisinsk utdanning er siden etablert som begrep internasjonalt (Hawkins et al, 2015;Holmboe, 2015; Royal College of Physicians and Surgeons of Canada, 2016) og baerer bud om en forpliktende dialog mellom utdannelsesinstitusjoner, helsevesen og samfunn. Denne trenden er i tråd med Nasjonalt kvalifikasjonsrammeverk for livslang laering, hvor kvalifikasjoner skal tydeliggjøres gjennom beskrivelser av forventet laeringsutbytte som skal vaere styrende for innholdet i utdanningene (Kunnskapsdepartementet, 2011).…”
Section: Kompetansebasert Medisinsk Utdanningunclassified
“…Some problems of formative and programmatic assessment and their influence on quality of medical students training are discussed (Heeneman, Oudkerk & Schuwirth, 2015;McKinley et al, 2000). The considerable attention in articles is given to questions of competence approach in medical training and scoring its results (Hawkins et al, 2015). The problems of scaling and aggregations of testing students are analyzed with reference to assessment of medical students (McLachlan & Whiten, 2000).…”
Section: Literature Reviewmentioning
confidence: 99%