Advancing Competency-Based Medical Education: A Charter for Clinician–Educators

Abstract

The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. Here, the fundamental principles of CBME and professional responsibilities of medical educators in its implementation process are described. The authors outline three fundamental principles: (1) Medical education must be based on the health needs of the populations served; (2) the primary focus of education and training should be the desired outcomes for learners rather than the structure and process of the educational system; and (3) the formation of a physician should be seamless across the continuum of education, training, and practice.Building on these principles, medical educators must demonstrate commitment to teaching, assessing, and role modeling the range of identified competencies. In the clinical setting, they must provide supervision that balances patient safety with the professional development of learners, being transparent with stakeholders about level of supervision needed. They must use effective and efficient assessment strategies and tools for basing transition decisions on competence rather than time in training, empowering learners to be active participants in their learning and assessment. Finally, advancing CBME requires program evaluation and research, faculty development, and a collaborative approach to realize its full potential.

O Ensino da Psicologia em Medicina: Contexto, Metodologias e Identidade do Médico

“…11,12 In terms of methodologies, the models centred on attaining competencies and on the role of the student have been amply debated and assumed increased importance. [13][14][15] The incorporation of new communication technologies, the standardizing of curricula, but in a flexible mode, with further development of research on medical education, are presented as unavoidable necessities. 16,17 The planning and development of the curricular model with the acronym SPICES, summarized, more than three decades ago, the educational strategies to be implemented in the medical curriculum: Student-centred, Problem-based, Integrated, Community-based, Elective and Systematic.…”

Competency Based Medical Education is Wrong for Surgery

“…"However, if formal evidence of the effectiveness of CBME is lacking…", it should be adopted anyway, states a typical propaganda piece (18). These authors claim that "sound advances in educational theory" underpin the "importance of clearly defined outcomes," but they never provide experimental support for competency-based methods.…”

“…(14), (15), (16), (17)). A group called the International CompetencyBased Medical Education Collaborators, forcefully argues for CBME, aiming to "accelerate its uptake worldwide" (18). Virtually every conference on medical education begs the competency-based question, discussions devoted to methods of implementing competency oriented methods (if not to testing their effectiveness).…”

Entrustable Professional Activities as a Novel Framework for Pharmacy Education

“…[14][15][16] Specifically, competencybased education of health professionals identifies a target of a minimal level of ability in one or more areas for a student. 4,16 Competencies in this format are bite-sized, observable actions.…”

“…[14][15][16] Specifically, competencybased education of health professionals identifies a target of a minimal level of ability in one or more areas for a student. 4,16 Competencies in this format are bite-sized, observable actions. For example, when students measure a patient's blood pressure, competencies that are observed in this process may include: selecting the appropriate cuff size, verifying appropriate body position of the patient, positioning and inflating the cuff to the correct pressure and so forth.…”