Overarching challenges to the implementation of competency-based medical education

on behalf of the ICBME Collaborators

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression; (2) the purposeful integration of efforts to redesign both medical education and the delivery of clinical care; (3) the need to establish expected outcomes for individuals, programs, training institutions, and health care systems so that performance can be measured; and (4) the need to establish a culture of mutual accountability for the achievement of these defined outcomes. In overcoming these challenges, medical educators, leaders, and policy-makers will need to seek collaborative approaches to common problems and to learn from innovators who have already successfully made the transition to CBME.

Original languageEnglish (US)
Pages (from-to)588-593
Number of pages6
JournalMedical teacher
Volume39
Issue number6
DOIs
StatePublished - Jun 3 2017

Fingerprint

Competency-Based Education
Medical Education
education
training program
educator
Education
innovator
Social Responsibility
Administrative Personnel
learning environment
stakeholder
physician
Learning
health care
leader
Delivery of Health Care
Physicians
Pressure
responsibility

ASJC Scopus subject areas

  • Education

Cite this

Overarching challenges to the implementation of competency-based medical education. / on behalf of the ICBME Collaborators.

In: Medical teacher, Vol. 39, No. 6, 03.06.2017, p. 588-593.

Research output: Contribution to journalArticle

on behalf of the ICBME Collaborators. / Overarching challenges to the implementation of competency-based medical education. In: Medical teacher. 2017 ; Vol. 39, No. 6. pp. 588-593.
@article{bbb1911ae3ac44d68a6942fc0da8034e,
title = "Overarching challenges to the implementation of competency-based medical education",
abstract = "Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression; (2) the purposeful integration of efforts to redesign both medical education and the delivery of clinical care; (3) the need to establish expected outcomes for individuals, programs, training institutions, and health care systems so that performance can be measured; and (4) the need to establish a culture of mutual accountability for the achievement of these defined outcomes. In overcoming these challenges, medical educators, leaders, and policy-makers will need to seek collaborative approaches to common problems and to learn from innovators who have already successfully made the transition to CBME.",
author = "{on behalf of the ICBME Collaborators} and Caverzagie, {Kelly J} and Nousiainen, {Markku T.} and Ferguson, {Peter C.} and {ten Cate}, Olle and Shelley Ross and Harris, {Kenneth A.} and Jamiu Busari and Bould, {M. Dylan} and Jacques Bouchard and Iobst, {William F.} and Carol Carraccio and Frank, {Jason R.}",
year = "2017",
month = "6",
day = "3",
doi = "10.1080/0142159X.2017.1315075",
language = "English (US)",
volume = "39",
pages = "588--593",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Informa Healthcare",
number = "6",

}

TY - JOUR

T1 - Overarching challenges to the implementation of competency-based medical education

AU - on behalf of the ICBME Collaborators

AU - Caverzagie, Kelly J

AU - Nousiainen, Markku T.

AU - Ferguson, Peter C.

AU - ten Cate, Olle

AU - Ross, Shelley

AU - Harris, Kenneth A.

AU - Busari, Jamiu

AU - Bould, M. Dylan

AU - Bouchard, Jacques

AU - Iobst, William F.

AU - Carraccio, Carol

AU - Frank, Jason R.

PY - 2017/6/3

Y1 - 2017/6/3

N2 - Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression; (2) the purposeful integration of efforts to redesign both medical education and the delivery of clinical care; (3) the need to establish expected outcomes for individuals, programs, training institutions, and health care systems so that performance can be measured; and (4) the need to establish a culture of mutual accountability for the achievement of these defined outcomes. In overcoming these challenges, medical educators, leaders, and policy-makers will need to seek collaborative approaches to common problems and to learn from innovators who have already successfully made the transition to CBME.

AB - Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression; (2) the purposeful integration of efforts to redesign both medical education and the delivery of clinical care; (3) the need to establish expected outcomes for individuals, programs, training institutions, and health care systems so that performance can be measured; and (4) the need to establish a culture of mutual accountability for the achievement of these defined outcomes. In overcoming these challenges, medical educators, leaders, and policy-makers will need to seek collaborative approaches to common problems and to learn from innovators who have already successfully made the transition to CBME.

UR - http://www.scopus.com/inward/record.url?scp=85020643450&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85020643450&partnerID=8YFLogxK

U2 - 10.1080/0142159X.2017.1315075

DO - 10.1080/0142159X.2017.1315075

M3 - Article

C2 - 28598747

AN - SCOPUS:85020643450

VL - 39

SP - 588

EP - 593

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 6

ER -