Health care systems around the world are transforming to align with the needs of 21st-century patients and populations. Transformation must also occur in the educational systems that prepare the health professionals who deliver care, advance discovery, and educate the next generation of physicians in these evolving systems. Competency-based, time-variable education, a comprehensive educational strategy guided by the roles and responsibilities that health professionals must assume to meet the needs of contemporary patients and communities, has the potential to catalyze optimization of educational and health care delivery systems. By designing educational and assessment programs that require learners to meet specific competencies before transitioning between the stages of formal education and into practice, this framework assures the public that every physician is capable of providing high-quality care. By engaging learners as partners in assessment, competency-based, time-variable education prepares graduates for careers as lifelong learners. While the medical education community has embraced the notion of competencies as a guiding framework for educational institutions, the structure and conduct of formal educational programs remain more aligned with a time-based, competency-variable paradigm.The authors outline the rationale behind this recommended shift to a competency-based, time-variable education system. They then introduce the other articles included in this supplement to Academic Medicine, which summarize the history of, theories behind, examples demonstrating, and challenges associated with competency-based, time-variable education in the health professions.
To determine how physicians ration limited critical resources, we studied the allocation of intensive-care-unit (ICU) beds during a shortage caused by a lack of nurses. As the bed capacity of the medical ICU decreased from 18 to 8, the percentage of days on which one or more beds were available decreased from 95 to 55 per cent, and monthly admissions decreased from 122 to 95. Physicians responded by restricting ICU admissions to acutely ill patients and reducing the proportion of patients admitted primarily for monitoring. Among patients admitted because of chest pain, the proportion actually sustaining a myocardial infarction increased linearly with the restriction in bed capacity. Although more patients with myocardial infarction were admitted to non-intensive-care areas, there was no increase in mortality. In addition, physicians transferred patients out of the ICU sooner. There was no apparent withdrawal of care from dying patients. Our results suggest that physicians can respond to moderate resource limitations by more efficient use of intensive-care resources.
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