Faith-based medical education

Whitehead, Cynthia; Kuper, Ayelet

doi:10.1007/s10459-016-9748-8

Cited by 37 publications

(35 citation statements)

References 6 publications

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“…Those whose scholarly opinions align with the dominant discourse are accorded legitimacy, whereas other voices are suppressed. Further, individuals’ positions within the structure of medical education can influence what they are able to say, and on what grounds they may say it . It is perhaps not surprising, when considering this dynamic from a Foucauldian perspective, that many authors using the discourse of infallibility are affiliated with organisations that promote the competency‐based approach and are invested in its uptake in medical education.…”

Section: Discussionmentioning

confidence: 99%

“…Further, individuals' positions within the structure of medical education can influence what they are able to say, and on what grounds they may say it. 45 It is perhaps not surprising, when considering this dynamic from a Foucauldian perspective, that many authors using the discourse of infallibility are affiliated with organisations that promote the competency-based approach and are invested in its uptake in medical education. Although this group does not necessarily strive to maintain the distinction between authorised and unauthorised, the discourse influences the group's thinking and writing such that this undercurrent is perpetuated, whether consciously or not.…”

Section: Epistemological Critiquesmentioning

confidence: 99%

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Competency-based medical education: the discourse of infallibility

et al. 2017

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In uncovering the discourse of infallibility, we explore how it can silence critical voices and hinder a rigorous examination of the competency-based approach. These discursive practices strengthen CBME by constructing it as infallible in the literature. We propose re-approaching the dialogue surrounding CBME as a starting point for empirical investigation, driven by the aim to broaden scholars' understanding of its design, development and implementation in medical education.

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Section: Discussionmentioning

confidence: 99%

Section: Epistemological Critiquesmentioning

confidence: 99%

Competency-based medical education: the discourse of infallibility

et al. 2017

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“…Mientras que los reguladores nacionales de la formación médica y del registro de los profesionales empezaron a promover que los requisitos de las facultades de medicina y los alumnos cumplieran con estos nuevos estándares, no todo el mundo estaba de acuerdo. Algunos educadores clínicos [15,16] y académicos [17][18][19] expresaron sus críticas en la bibliografía. Había por ello la necesidad de establecer una mejor conexión entre las competencias y la práctica diaria en la atención de la salud.…”

Section: Breve Revisión Históricaunclassified

Guía sobre las actividades profesionales confiables

Cate

2017

FEM

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Guía sobre las actividades profesionales confiables Olle ten Cate Resumen. Las actividades profesionales confiables (APROC)-entrustable professional activities-se han convertido en un tema de actualidad en los programas de educación médica basados en competencias en diferentes países y han sido objeto de centenares de publicaciones en pocos años. Este trabajo se ha traducido al castellano con el fin de introducir las ventajas e inconvenientes de las APROC. Tras una breve revisión histórica, se describe la razón de ser de las APROC como un puente entre el marco competencial y la practica clínica diaria. A continuación, se elabora la toma de decisiones como sistema de evaluación y se presenta el marco de los diferentes niveles de supervisión. Para los lectores interesados en aplicar este concepto en la práctica, se propone un proceso paso a paso para el desarrollo de un currículo basado en las APROC. El artículo concluye con una revisión del estado de la cuestión del trabajo con APROC en diferentes disciplinas, profesiones y países. Palabras clave. Actividades profesionales confiables. Competencias. Currículo. Educación médica. Práctica clínica.

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“…The current literature on CBME focuses heavily on expert opinions and there is limited information available on trainees’ perceptions of CBME. This is problematic as studies have illustrated that trainees’ and staff's views on several aspects of CBME are discordant .…”

Section: Introductionmentioning

confidence: 99%

Perceptions of competency‐based medical education from medical student discussion forums

2019

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Background Competency‐based medical education (CBME) is becoming widely implemented in medical education. Trainees’ perceptions of CBME are important factors in the implementation and acceptance of CBME. Online discussion groups allow unique insight into trainees’ perceptions of CBME during residency training. Methods We analysed 867 posts from 20 discussion threads in Premed 101 (Canadian) and 2756 posts from 50 threads in Student Doctor Network (SDN) (American) using NVivo 11. Inductive content analysis was used to develop a data‐driven coding scheme that evolved throughout the analysis. Measures were taken to ensure the trustworthiness of findings, including co‐coding of a subsample of 600 posts, peer debriefing, consensus‐based analytical decision making and the maintenance of an audit trial. Results Medical residents and students participating in the discussion forums emphasised select themes regarding the implementation of CBME in residency training. Concerns about CBME in Canada primarily involved its implications for the length of residency and post‐residency opportunities. Posts on the American forum had a prominent focus on differing areas, such as the subjectivity in the assessment of core competencies and the role of CBME in termination of a resident's position. Conclusions Online discussion groups have the potential to provide unique insight into perceptions of CBME. The presented concerns may have implications for refining the model of CBME and illustrate the importance of providing clarification for trainees regarding length of training and evaluation structures from those involved in designing of CBME programmes.

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Faith-based medical education

Cited by 37 publications

References 6 publications

Competency-based medical education: the discourse of infallibility

Competency-based medical education: the discourse of infallibility

Guía sobre las actividades profesionales confiables

Perceptions of competency‐based medical education from medical student discussion forums

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