Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78

Hamza, Deena M.; Hauer, Karen E.; Oswald, Anna; Melle, Elaine Van; Ladak, Zeenat; Zuna, Ines; Assefa, Mekdes E.; Pelletier, Gabrielle N.; Sebastianski, Meghan; Keto‐Lambert, Diana; Ross, Shelley

doi:10.1080/0142159x.2023.2168525

Cited by 12 publications

(8 citation statements)

References 33 publications

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“…For residents, it constituted a mental and practical burden due to the high frequency of observations and assessments, which teachers experienced as a time-consuming burden because of the frequent moments of direct observation and the cumbersome administration of assessment outcomes ( 23 ). A recent scoping review on CBME discourses describes the workload of assessment a challenge as well ( 8 ). They added uncertainty of the uniformity of quality of assessment to this conversation.…”

Section: Discussionmentioning

confidence: 99%

“…While the introduction of CBME has transformed training plans for postgraduate medical education, clinicians, educationalists and curriculum designers recognize the need for insight in how to use CBME ( 7 , 8 ). There are few publications that share experiences and lessons learned from working with a CBME-based postgraduate training plan ( 9 , 10 ).…”

Section: Introductionmentioning

confidence: 99%

“…Although CBME has been implemented worldwide and is a popular educational model for medical education, the literature describes several challenges related to CBME in postgraduate education ( 8 , 14 , 16 – 22 ). The challenges mentioned in literature can be categorized in three main themes, which are elaborated below: the practicality of CBME ( 20 – 22 ), the assessment burden ( 8 , 23 ) and also the developments in the work field ( 18 , 24 – 26 ). The practicality of CBME covers the way the educational concept is used and implemented.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, several authors described the assessment burden as a mental burden on residents due to the high frequency of observations and assessments. At the same time, the assessment burden is also described as a time-consuming practical burden for teachers because of the frequent moments of direct observation and the cumbersome administration of assessment outcomes ( 8 , 23 ). Challenges related to the developments in the work field entail several aspects: training plans remain in need of change due to ongoing developments in health care systems, such as shared decision-making ( 18 ), but also due to educational insights and innovations resulting from ongoing research on the educational and clinical care outcomes of CBME ( 26 , 30 ).…”

Section: Introductionmentioning

confidence: 99%

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Lessons learned spanning 17 years of experience with three consecutive nationwide competency based medical education training plans

de Heer,

Driessen,

Teunissen

et al. 2024

Front. Med.

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IntroductionCurricula for postgraduate medical education have transformed since the introduction of competency based medical education (CBME). Postgraduate training plans offer broader training with different competencies and an outcome-based approach, in addition to the medical technical aspects of training. However, CBME also has its challenges. Over the past years, critical views have been shared on the potential drawbacks of CBME, such as assessment burden and conflicts with practicality in the workplace. Recent studies identified a need for a better understanding of how the evolving concept of CBME has been translated to curriculum design and implemented in the practice of postgraduate training. The aim of this study was to describe the development of CBME translations to curriculum design, based on three consecutive postgraduate training programs spanning 17 years.MethodWe performed a document analysis of three consecutive Dutch gynecology and obstetrics training plans that were implemented in 2005, 2013, and 2021. We used template analysis to identify changes over time.ResultsOver time, CBME-based curriculum design changed in several domains. Assessment changed from a model with a focus on summative decision to one with an emphasis on formative, low-stakes assessments aimed at supporting learning. The training plans evolved in parallel to evolving educational insights, e.g., by placing increasing emphasis on personal development. The curricula focused on a competency-based concept by introducing training modules and personalized authorization based on feedback rather than on a set duration of internships. There was increasing freedom in personalized training trajectories in the training plans, together with increasing trust towards the resident.ConclusionThe way CBME was translated into training plans has evolved in the course of 17 years of experience with CMBE-based education. The main areas of change were the structure of the training plans, which became increasingly open, the degree to which learning outcomes were mandatory or not, and the way these outcomes were assessed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Lessons learned spanning 17 years of experience with three consecutive nationwide competency based medical education training plans

de Heer,

Driessen,

Teunissen

et al. 2024

Front. Med.

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“…There has been a transition from a primarily didactic model of medical education (Flexner, 1910) to one that is focused on outcomes or competencies (Harden et al, 1999;Tamblyn, 1999;Harden, 2000;Leung, 2002;Frank et al, 2010Frank et al, , 2021Frenk et al, 2010;Carraccio and Englander, 2013;Hamza et al, 2023). Competency-based medical education is not a new concept (McGaghie et al, 1978) but has gained rapid currency in the 21st century.…”

Section: Competency-based Medical Educationmentioning

confidence: 99%

Entrustable professional activities: a model for job activity competency framework with microcredentials

Ma¹,

Cate

2023

IJILT

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PurposeJob competency frameworks are based on the listing skills required for a job. The assumption is that if a candidate is presumed to have the skills, then the candidate should be able to do the job. Thus, employers hope to identify prospective employees having the required skills. However, this may differ from knowing whether the employee is ready to be trusted to do the job activities with minimal or no supervision. The authors pose the question how employers might know about the capability of prospective employees to perform the job activities for which the employees are being hired.Design/methodology/approachIn health professions education, a job activity-based framework has been developed called “entrustable professional activities” (EPAs, activities to be entrusted). This paper reviews the job activity framework and EPAs used in medical education, considering how this might support preparation for work in other sectors of the labor market.FindingsThe authors describe the EPA framework, some implementation issues and how EPAs lead to a type of microcredential being awarded to individuals as the individuals demonstrate that the individuals can be entrusted with specific job activities.Originality/valueThe focus of this paper is to demonstrate that a medical education model could potentially be adopted by other industries to provide employers with information regarding the ability of a prospective employee in performing the job activities required. Such an approach would address employer's concerns about the job readiness of potential employees.

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Exposure Is More Than Distance or Time: The Evolution of Competence-Based Medical Education in Radiation Oncology Training

Ingledew,

Lalani,

Keane

2024

International Journal of Radiation Oncology*Biology*Physics

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Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78

Cited by 12 publications

References 33 publications

Lessons learned spanning 17 years of experience with three consecutive nationwide competency based medical education training plans

Lessons learned spanning 17 years of experience with three consecutive nationwide competency based medical education training plans

Entrustable professional activities: a model for job activity competency framework with microcredentials

Exposure Is More Than Distance or Time: The Evolution of Competence-Based Medical Education in Radiation Oncology Training

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