Reply to Letter to Editor regarding the article, “Competency-based medical education and the McNamara fallacy: Assessing the important or making the assessed important?”

Diversity in Medical Education: A Review Article

“…Assessment is a critical component of medical education to measure learners' knowledge, skills, & attitudes. Development in assessment strategies includes the use of authentic, competency-based assessments that measure learners' abilities to apply knowledge in real-world clinical scenarios, as well as formative assessments that provide feedback for learning and improvement [16,18,19]. This may involve the use of various assessment methods such as written exams, practical exams, OSCEs (Objective Structured Clinical Examinations), portfolios, and workplace-based assessments.…”

“…Effective faculty development is crucial in ensuring that medical educators have the necessary knowledge, skills, and attitudes needed to effectively teach and mentor learners. Faculty development programs may include training in teaching methods, as sessment strategies, curriculum design, educational leadership, and other aspects of medical education also attending conferences, workshops, symposia, inside and outside the country [8,18,19]. This helps educators to continually improve their teaching skills and stay updated with best practices in medical education.…”

“…Competency-based education: Shifting towards competency-based education can focus on the acquisition of specific knowledge, skills, and attitudes necessary for competent medical practice. Competencybased education can provide clear learning objectives, assessment rubrics, and feedback mechanisms, allowing learners to progress at their own pace and ensuring that they are competent in the skills they need for their future practice [18,19,22].…”

“…Longitudinal integrated clerkships: Implementing longitudinal integrated clerkships, where learners follow patients over time and across different clinical settings, can give a more comprehensive and integrated learning experience. This approach can foster continuity of care, promote clinical reasoning, and enhance the understanding of the patient's journey through the healthcare system [14,15,19,33]…”

“…Following graduation from medical school, physicians typically enter into a residency program, which provides further training in a specific medical specialty or subspecialty. Residency programs are characteristically several years in duration and involve hands-on clinical training under the supervision of experienced physicians [2,6,[17][18][19][20]. Residents gain practical experience in diagnosing and managing patients, as well as developing clinical skills and competence in their chosen specialty.…”