The parallel evolution of competency‐based education in medical and higher education

Abstract

Competency‐Based Education (CBE) programs have developed differently within higher education and medical education systems, yet both systems face challenges when bridging the gap between theory and practice. Both medicine and higher education face the challenge of adapting CBE programs for learners who begin the program with different configurations of knowledge and skillsets and learn at different rates. Additional challenges include, but are not limited to standard setting, time variability within programs for student learning, defining competencies, and training faculty to develop and assess CBE programs. This article argues there is much higher education programs can learn about defining competencies, assessing performance, and curriculum design by understanding how CBE is implemented in medical education. We also provide an overview of how CBE in medical education (CBE‐ME) has evolved compared to CBE in higher education (CBE‐HE), including examples of how medical education has addressed defining competency issues, assessing competence, and standard setting.

Assessment of nursing students’ research competencies with competency‐based education

“…Nursing students, on the other hand, rarely have opportunities to participate in research (Naylor et al, 2014). This is an area where CBE may contribute to nursing education innovation by developing and ensuring that nursing students are equipped to complete their education and exhibit the skills they require in research (Vasquez et al., 2021). It also places a greater emphasis on learner performance of tasks and activities that are representative of the skills (Gruppen et al., 2012).…”

“…(2021) and Cunningham et al. (2016), the competency‐based education (CBE) framework should be utilized to teach courses that need complicated and sophisticated techniques, such as research, to attain the required learning objectives (Burnette, 2016; Vasquez et al., 2021).…”

“…CBE is a conceptually old educational paradigm that has recently been implemented in a number of educational settings. Many higher education institutions and disciplines have adopted it, and it has become a significant driver for innovation and change in medical and higher education (Vasquez et al., 2021).…”

“…In its broadest sense, CBE is an educational approach in which distinction is granted based on proven learning outcomes rather than credit hours. Unlike conventional time‐based education approaches, CBE emphasizes learners’ development and knowledge acquisition (Boyatzis, 2008; Nodine, 2016; Vasquez et al., 2021). The precise description of competencies and what it means to show competence is at the center of the CBE.…”

Implementing competency‐based medical education curriculum in undergraduate psychiatric training in India: Opportunities and challenges

“…The Accreditation Council for Graduate Medical Education (ACGME) of the United States of America has introduced the CBME about two decades ago, which revolutionized the medical education all over the world (ACGME, 2021). Later CBME grew as successful mainstream and parallel curricula in many European countries in the last decade (Vasquez et al, 2021). The past few years witnessed CBME is being adopted by different low‐ and middle‐income countries across Asia and Africa as well.…”