Competency Based Medical Education

  competency based medical education: The Question of Competence Brian D. Hodges, Lorelei Lingard, 2012-10-16 Medical competence is a hot topic surrounded by much controversy about how to define competency, how to teach it, and how to measure it. While some debate the pros and cons of competence-based medical education and others explain how to achieve various competencies, the authors of the seven chapters in The Question of Competence offer something very different. They critique the very notion of competence itself and attend to how it has shaped what we pay attention to-and what we ignore-in the education and assessment of medical trainees. Two leading figures in the field of medical education, Brian D. Hodges and Lorelei Lingard, draw together colleagues from the United States, Canada, and the Netherlands to explore competency from different perspectives, in order to spark thoughtful discussion and debate on the subject. The critical analyses included in the book's chapters cover the role of emotion, the implications of teamwork, interprofessional frameworks, the construction of expertise, new directions for assessment, models of self-regulation, and the concept of mindful practice. The authors juxtapose the idea of competence with other highly valued ideas in medical education such as emotion, cognition and teamwork, drawing new insights about their intersections and implications for one another.
  competency based medical education: Competency-based Curriculum Development in Medical Education William C. McGaghie, World Health Organization, 1978
  competency based medical education: Principles of Medical Education Tejinder Singh, Piyush Gupta, Daljit Singh, 2020-10-07
  competency based medical education: Social Sciences and Cultural Studies Asunción Lopez-Varela Azcárate, 2012-09-19 This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social) and the Humanities and the private and the public sectors of society. The chapters speak across socio-cultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures.
  competency based medical education: Health Professions Education Institute of Medicine, Board on Health Care Services, Committee on the Health Professions Education Summit, 2003-07-01 The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system.
  competency based medical education: Remediation in Medical Education Adina Kalet, Calvin L. Chou, 2013-11-26 Remediation in medical education is the act of facilitating a correction for trainees who started out on the journey toward becoming excellent physicians but have moved off course. This book offers an evidence-based and practical approach to the identification and remediation of medical trainees who are unable to perform to standards. As assessment of clinical competence and professionalism has become more sophisticated and ubiquitous, medical educators increasingly face the challenge of implementing effective and respectful means to work with trainees who do not yet meet expectations of the profession and society. Remediation in Medical Education: A Mid-Course Correction describes practical stepwise approaches to remediate struggling learners in fundamental medical competencies; discusses methods used to define competencies and the science underlying the fundamental shift in the delivery and assessment of medical education; explores themes that provide context for remediation, including professional identity formation and moral reasoning, verbal and nonverbal learning disabilities, attention deficit disorders in high-functioning individuals, diversity, and educational and psychiatric topics; and reviews system issues involved in remediation, including policy and leadership challenges and faculty development.
  competency based medical education: ABC of Learning and Teaching in Medicine Peter Cantillon, Diana F. Wood, Sarah Yardley, 2017-09-25 ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision. Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.
  competency based medical education: Environmental Medicine Committee on Curriculum Development in Environmental Medicine, Institute of Medicine, 1995-05-12 People are increasingly concerned about potential environmental health hazards and often ask their physicians questions such as: Is the tap water safe to drink? Is it safe to live near power lines? Unfortunately, physicians often lack the information and training related to environmental health risks needed to answer such questions. This book discusses six competency based learning objectives for all medical school students, discusses the relevance of environmental health to specific courses and clerkships, and demonstrates how to integrate environmental health into the curriculum through published case studies, some of which are included in one of the book's three appendices. Also included is a guide on where to obtain additional information for treatment, referral, and follow-up for diseases with possible environmental and/or occupational origins.
  competency based medical education: Advancing Medical Education Through Strategic Instructional Design Stefaniak, Jill, 2016-12-28 Changes in technological innovation are altering modern educational systems. With instructional media continuously evolving, educators have a variety of options when deciding what tools are best for delivering their instruction. Advancing Medical Education through Strategic Instructional Design is an essential reference publication for the latest scholarly research on the importance of medical educators’ adherence to instructional design principles to yield optimal learning outcomes. Featuring extensive coverage on several relevant topics and perspectives, such as medical simulation, instructional theory, and performance analysis, this book is ideally designed for educators, physicians, and nurses seeking current research on designing effective instruction for a variety of audiences and learning contexts.
  competency based medical education: Oxford Textbook of Medical Education Kieran Walsh, 2016 Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need. The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this. Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects of this discipline. Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international.
  competency based medical education: The Master Adaptive Learner William Cutrer, Martin Pusic, Larry D Gruppen, Maya M. Hammoud, Sally A. Santen, 2019-09-29 Tomorrow's best physicians will be those who continually learn, adjust, and innovate as new information and best practices evolve, reflecting adaptive expertise in response to practice challenges. As the first volume in the American Medical Association's MedEd Innovation Series, The Master Adaptive Learner is an instructor-focused guide covering models for how to train and teach future clinicians who need to develop these adaptive skills and utilize them throughout their careers. - Explains and clarifies the concept of a Master Adaptive Learner: a metacognitive approach to learning based on self-regulation that fosters the success and use of adaptive expertise in practice. - Contains both theoretical and practical material for instructors and administrators, including guidance on how to implement a Master Adaptive Learner approach in today's institutions. - Gives instructors the tools needed to empower students to become efficient and successful adaptive learners. - Helps medical faculty and instructors address gaps in physician training and prepare new doctors to practice effectively in 21st century healthcare systems. - One of the American Medical Association Change MedEd initiatives and innovations, written and edited by members of the ACE (Accelerating Change in Medical Education) Consortium – a unique, innovative collaborative that allows for the sharing and dissemination of groundbreaking ideas and projects.
  competency based medical education: Principles of Assessment in Medical Education Tejinder Singh, Anshu,, 2021-10-30
  competency based medical education: Schools, Society, and Mastery Learning James H. Block, 1974
  competency based medical education: Assessing Competence in Professional Performance across Disciplines and Professions Paul F. Wimmers, Marcia Mentkowski, 2016-04-19 This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. ... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ... Lee Shulman, Stanford University
  competency based medical education: Canmeds 2015 Physician Competency Framework Jason R Frank, Linda Snell, Jonathan Sherbino, 2015-10-16 CanMEDS is an educational framework identifying and describing seven Roles that lead to optimal physician performance, care delivery and health care outcomes: Medical Expert (central Role), Communicator, Collaborator, Leader (formerly Manager), Health Advocate, Scholar and Professional. The overarching goal of CanMEDS is to improve patient care. The CanMEDS model has been adopted in Canada and internationally, both in and outside the health professions, making it the most recognized and widely applied health profession competency framework in the world. In Canada, the framework is used by residents in all medical specialties as part of their postgraduate training, and it provides the foundation for the exam and accreditation processes. Since its adoption, the CanMEDS Framework has been updated twice; most recently in 2015. The CanMEDS 2015 Framework has been endorsed by 12 Canadian medical organizations who will work to adapt and integrate CanMEDS for their specific context. What areas has the Framework changed from the previous version (2005)? The addition of complementary milestones is arguably the largest change between the 2005 and 2015 versions of the CanMEDS 2015 Framework. The milestones will be available in an online companion document, the CanMEDS Milestones Guide, and unlike the Framework they will undergo continual revision as educators modify the milestones for their specific specialty. New themes have been introduced, such as patient safety, quality improvement, handovers, and eHealth. A renewed emphasis on the overall coherence of the framework and on its practical application. Role descriptions and definitions are expressed in simpler, more direct language. Overlapping areas between Roles have been minimized. Competencies and milestones describe the abilities to be demonstrated in practice, as distinct from the information or content related to aspects of a Role.
  competency based medical education: Practical Guide to the Evaluation of Clinical Competence Eric S. Holmboe, Steven J. Durning, Richard E. Hawkins, 2017-05-01 Designed to help medical educators implement better assessment methods, tools, and models directly into training programs, Practical Guide to the Evaluation of Clinical Competence, 2nd Edition, by Drs. Eric S. Holmboe, Steven J. Durning, and Richard E. Hawkins, is a hands-on, authoritative guide to outcomes-based assessment in clinical education. National and international experts present an organized, multifaceted approach and a diverse combination of methods to help you perform effective assessments. This thoroughly revised edition is a valuable resource for developing, implementing, and sustaining effective systems for evaluating clinical competence in medical school, residency, and fellowship programs.
  competency based medical education: Designing Courses For Higher Education Toohey, Susan, 1999-05-01 This book focuses not on teaching techniques but on the strategic decisions which must be made before a course begins. It provides realistic advice for university and college teachers on how to design more effective courses without underestimating the complexity of the task facing course developers, and offers course designers both an understanding and a framework within which to clarify their own teaching purposes.
  competency based medical education: Core Entrustable Professional Activities for Entering Residency Association of American Medical Colleges, 2014-05-28 This landmark publication published by the AAMC identifies a list of integrated activities to be expected of all M.D. graduates making the transition from medical school to residency. This guide delineates 13 Entrustable Professional Activities (EPAs) that all entering residents should be expected to perform on day 1 of residency without direct supervision regardless of specialty choice.The Core EPAs for Entering Residency are designed to be a subset of all of the graduation requirements of a medical school. Individual schools may have additional mission-specific graduation requirements, and specialties may have specific EPAs that would be required after the student has made the specialty decision but before residency matriculation. The Core EPAs may also be foundational to an EPA for any practicing physician or for specialty-specific EPAs.Update: In August 2014, the AAMC selected ten institutions to join a five-year pilot to test the implementation of the Core Entrustable Professional Activities (EPAs) for Entering Residency. More than 70 institutions, representing over half of the medical schools accredited by the U.S. Liaison Committee on Medical Education (LCME), applied to join the pilot, demonstrating the significant energy and enthusiasm towards closing the gap between expectations and performance for residents on day one. The cohort reflects the breadth and diversity of the applicant pool, and the institutions selected are intended to complement each other through the unique qualities and skills that each team and institution brings to the pilot.Faculty and Learners' Guide (69 pages) - Developing faculty: The EPA descriptions, the expected behaviors, and the vignettes are expected to serve as the foundation for faculty development. Faculty can use this guide as a reference for both feedback and assessment in pre-clinical and clinical settings.- Developing learners: Learners can also use this document to understand the core of what is expected of them by the time they graduate. The EPA descriptions themselves delineate the expectations, while the developmental progression laid out from pre-entrustable to entrustable behaviors can serve as the roadmap for achieving them.
  competency based medical education: Teaching and Assessing Clinical Competence , 1990
  competency based medical education: Understanding Assessment in Medical Education through Quality Assurance Bunmi S Malau-Aduli, Richard Hays, Cees P. M. Van Der Vleuten, 2021-09-17 Optimize your assessment processes through Quality Assurance. This is a ground-breaking guide to ensuring quality assurance in the movement toward competency-based medical education With the increasing globalization of medical education comes the need for mutual recognition of quality and standards. Understanding Assessment in Medical Education through Quality Assurance compiles and shares best practices from leading programs from around the globe. Authoritative approaches and processes that have been tested and refined show how to implement quality assurance of written, performance-and workplace-based assessments in medical education while maintaining regulatory standards. As leading experts in the medical education world on this issue, the authors provide specific suggestions and showcase how their methods can be implemented with representative case studies. Medical educators and their students will benefit from this suite of evidence-based QA processes that they can immediately put into action for monitoring and ensuring continuous quality improvement. Content highlights: The value of quality assurance (QA) and the role of QA assessors in assuring the quality of assessment International best practices in relation to quality assurance of programs of assessment, both within academic institutions and at national/international accreditation levels Quality assurance of Performance-based, workplace-based, written and programmatic assessment The role of technology in the quality assurance of assessment processes Approaches for assuring equivalence of assessment across diverse settings The ways in which medical education has changed in response to the disruption caused by the COVID-19 pandemic
  competency based medical education: Self-Direction for Lifelong Learning Philip C. Candy, 1991-04-16 The purpose of the book is to present a comprehensive survey and analysis of the concept of self direction in learning, to trace its ideological roots, to examine its history, to explore its manifestations in various fields of education, and to provide some specific insights into strategies that may be used to induce or develop self direction in learners. Basically, then, the book is about the development and exercise of self directedness in learning, especially in adulthood. It celebrates individuality but at the same time recognises the essentially social nature of learning and of human existence. It attempts to reconcile and integrate ideas and practices - some very familiar and some quite novel - derived from many parts of the world, many domains and contexts of learning, and many historical periods. It is a tapestry woven from threads provided largely by others.
  competency based medical education: Optimizing Medical Education With Instructional Technology Demiroz, Erdem, Waldman, Steven D., 2018-11-30 In today's educational settings, infusing technology into educational practices is not optional. It is a necessity because of the changing expectations and needs of learners. In a fast-paced environment such as the medical profession, it is critical that future healthcare professionals have access to the most advanced training environments and resources. Optimizing Medical Education With Instructional Technology is an essential reference that reports on technology-supported medical education. It introduces the best practices in 21st century learning approaches. This book, in addition to looking at medical education through the lens of instructional technologies, features research on topics such as the ethics of online education, mentoring research, and technology in the clinical setting. This book is designed for medical educators, instructional designers, researchers, practitioners, and academicians.
  competency based medical education: Curriculum Development for Medical Education David E. Kern, Patricia A. Thomas, Mark T. Hughes, 2009-10-22 Curriculum Development for Medical Education is designed for use by curriculum developers and others who are responsible for the educational experiences of medical students, residents, fellows, and clinical practitioners. Short, practical, and general in its approach, the book begins with a broad overview of the subject. Each succeeding chapter covers one of the six steps: problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation. Additional chapters address curriculum maintenance, enhancement, and dissemination. The six-step approach outlined here has evolved over the past twenty years, during which time the authors have taught curriculum development and evaluation skills to faculty and fellows in the Johns Hopkins University Faculty Development Program for Clinician-Educators. Program participants have used the techniques described to develop curricula on such diverse topics as preclerkship skills building, clinical reasoning and shared decision making, outpatient internal medicine, musculoskeletal disorders, office gynecology for the generalist, chronic illness and disability, geriatrics for nongeriatric faculty, surgical skills assessment, laparoscopic surgical skills, cross-cultural competence, and medical ethics. This thoroughly revised edition includes a broad discussion of competencies mandated by the Accreditation Council for Graduate Medical Education and other bodies, current information on education technology, increased emphasis on scholarships related to curriculum development, and advice on obtaining institutional review board approval. Updated examples throughout the book illustrate major points. The expanded appendixes include samples of complete curricula and information on funding, faculty development, and curricular resources.
  competency based medical education: Student Learning in German Higher Education Olga Zlatkin-Troitschanskaia, Hans Anand Pant, Miriam Toepper, Corinna Lautenbach, 2020-02-15 This book offers a comprehensive overview of current, innovative approaches to assessing domain-specific and generic student learning and learning outcomes in higher education. The presented work from all projects of the KoKoHs program, the most significant research initiative in German higher education since 2011, describes established tools and empirical results.
  competency based medical education: Achieving Cultural Competency Lisa Hark, Horace DeLisser, MD, 2011-09-07 Achieving Cultural Competency: A Case-Based Approach to Training Health Professionals provides the necessary tools to meet the ever-growing need for culturally competent practitioners and trainees. Twenty-five self-study cases cover a variety of medical topics, including cardiovascular, pulmonary, neurology, oncology, hematology, immunology, and pediatric disorders. Actual scenarios that occurred in clinical settings help the user gain direct insight into the realities of practice today. Cultural factors covered within the cases include cultural diversity plus gender, language, folk beliefs, socioeconomic status, religion, and sexual orientation. This book is an approved CME-certifying activity to meet physicians’ cultural competency state requirements. Get 25 pre-approved self-study American Dietetic Association credits at no additional charge when you purchase the book. Email hark@lisahark.com for further instructions.
  competency based medical education: Understanding Medical Education Tim Swanwick, Kirsty Forrest, Bridget C. O'Brien, 2019-01-04 Created in partnership with the Association for the Study of Medical Education (ASME), this completely revised and updated new edition of Understanding Medical Education synthesizes the latest knowledge, evidence and best practice across the continuum of medical education. Written and edited by an international team, this latest edition continues to cover a wide range of subject matter within five broad areas – Foundations, Teaching and Learning, Assessment and Selection, Research and Evaluation, and Faculty and Learners – as well as featuring a wealth of new material, including new chapters on the science of learning, knowledge synthesis, and learner support and well-being. The third edition of Understanding Medical Education: Provides a comprehensive and authoritative resource summarizing the theoretical and academic bases to modern medical education practice Meets the needs of all newcomers to medical education whether undergraduate or postgraduate, including those studying at certificate, diploma or masters level Offers a global perspective on medical education from leading experts from across the world Providing practical guidance and exploring medical education in all its diversity, Understanding Medical Education continues to be an essential resource for both established educators and all those new to the field.
  competency based medical education: HUMANITIES IN MEDICAL EDUCATION. RAJIV. SINGH MAHAJAN (TEJINDER.), 2020
  competency based medical education: Assessment in Medical Education and Training Neil Jackson, Alex Jamieson, Anwar Khan, 2023-07-14 This work contains a foreword by Dame Lesley Southgate, President, Royal Free and University College Medical School, London. Assessment is a key method of improving standards as well as establishing competency. However, despite major developments in the assessment of clinical competence in the last two decades, there is still more bad practice and ignorance of significant issues in this area than any other aspect of medical higher education. This book comprehensively covers all aspects of assessment. It considers current and future policy and practice, including the Modernising Medical Careers training programme; it promotes a system incorporating more meaningful assessments, rather than just 'tests' of knowledge and skill. Assessment in Medical Education and Training will be useful to everyone involved in healthcare education, including tutors, trainers, clinical supervisors and assessors in both primary and secondary care. It will also be important reading for consultants and general practitioners with responsibility for registrars, and healthcare education policy makers and shapers. 'Acquisition of knowledge and skills is not sufficient alone; we need to be able to apply the knowledge, skills and strategies learnt, and in turn these can be the appropriate targets of assessment. There is a movement away from traditional, multiple-choice tests to assessments that include a wide variety of methods and so provide for more meaningful assessments which can better capture significant outcomes in order to assure their future success.' - Neil Jackson, Alex Jamieson and Anwar Khan, in the Introduction. 'This thoughtful, provocative and eclectic book is published at a time of enormous change in the content, structure and quality assurance of postgraduate medical education in the United Kingdom. The reader will be challenged and stimulated by the variety of views and emphases. Essential.' - Dame Lesley Southgate, in the Foreword.
  competency based medical education: Practical Pathology Harsh Mohan, 2021-04-06 Section One: Basic Techniques in Pathology Section Two: General Principles of Pathology Section Three: Basic Diagnostic Cytology Section Four: Haematology, Lymphoid Tissues and Transfusion Section Five: Clinical and Applied Pathology Section Six: Pathology of Systems Section Seven: Basics of Autopsy Pathology Section Eight: Appendices
  competency based medical education: Outcome-based education William G. Spady, Francis Aldrine A. Uy,
  competency based medical education: Core Clinical Competencies in Anesthesiology Christopher J. Gallagher, Michael C. Lewis, Deborah A. Schwengel, 2010-04-12 Explains anesthesiology core clinical competencies in an engaging case study format, making them clinically relevant for medical students.
  competency based medical education: The Practice of Electroconvulsive Therapy American Psychiatric Association, 2008-08-13 Since the development of pharmacoconvulsive therapy in 1934 and of electroconvulsive therapy (ECT) in 1938, ECT has proven far more valuable than just the intervention of last resort. In comparison with psychotropic medications, we now know that ECT can act more effectively and more rapidly, with substantial clinical improvement that is often seen after only a few treatments. This is especially true for severely ill patients -- those with severe major depression with psychotic features, acute mania with psychotic features, or catatonia. For patients who are physically debilitated, elderly, or pregnant, ECT is also safer than psychotropic medications. The findings of the American Psychiatric Association (APA) Task Force on ECT were published by the APA in 1990 as the first edition of The Practice of Electroconvulsive Therapy, inaugurating the development of ECT guidelines by groups both within the United States and internationally. Since then, advances in the use of this technically demanding treatment prompted the APA to mandate a second edition. The updated format of this second edition presents background information followed by a summary of applicable recommendations for each chapter. This close integration of the recommendations with their justifications makes the material easy to read, understand, and use. To further enhance usability, recommendations critical to the safe, effective delivery of treatment are marked with the designation should to distinguish them from recommendations that are advisable but nonessential (with the designations encouraged, suggested, considered). The updated content of this second edition, which spans indication for use of ECT, patient evaluation, side effects, concurrent medications, consent procedures (with sample consent forms and patient information booklet), staffing, treatment administration, monitoring of outcome, management of patients following ECT, and documentation, as well as education, and clinical privileging. This volume reflects not only the wide expertise of its contributors, but also involved solicitation of input from a variety of other sources, including applicable medical professional organizations, individual experts in relevant fields, regulatory bodies, and major lay mental health organizations. In addition, the bibliography of this second edition is based upon an exhaustive search of the clinical ECT literature over the past decade and contains more than four times the original number of citations. Complemented by extensive annotations and useful appendixes, this remarkably comprehensive yet practical overview will prove an invaluable resource for practitioners and trainees in psychiatry and related disciplines.
  competency based medical education: Competency Based Nursing Education Marion G. Anema, PhD, RN, Jan L. McCoy, PhD, RN, 2009-10-26 The need for competency-based education (CBE) in nursing has been recognized for years. CBE provides a way to help ensure that learners are competent at the end of educational endeavors. This book is designed as a resource for nurse educators who are responsible for diverse education programs. Authors Anema and McCoy bring together all the elements of CBE, and provide a road map to develop, implement, and evaluate competency-based approaches to nursing education. The book provides valuable guidelines for developing organizational strategies, new care delivery approaches, and project planning tools. Guidance on performance assessment tools and data collection is also included. Key features: Explains why CBE is needed and how it can help improve current education programs Presents practical guidelines on how to transition to the CBE approach Provides helpful guidance on developing valid and reliable assessments Includes critical information on data collection and the use of data to verify achievement of outcomes Contains practice activities at the end of each chapter to simulate real-life situations
  competency based medical education: Fast Facts about Competency-Based Education in Nursing Karen K. Gittings, DNP, RN, CNE, CNEcl, Ruth A. Wittmann-Price, PhD, RN, CNS, CNE, CNEcl, CHSE, ANEF, FAAN, 2020-11-16 “Competency-based education…provides an avenue to promote institutional accountability, address employer concerns, and assist with student transfer of knowledge and skills.” -Mary Ellen Smith Glasgow, PhD, RN, ANEF, FAAN Dean and Professor Duquesne University The first book of its kind, this concise, step-by-step guide written for novice and experienced educators distills all the essentials every nursing instructor needs to know to implement a Competency-Based Education (CBE) curriculum, teach with competencies, and evaluate students’ mastery. Grounded in a learner-centered paradigm, CBE focuses on outcomes and skills rather than relying on time-based training. It facilitates in-depth learning that encompasses all three learning domains — cognitive, skills, and attitudes — guided by the individual pace of each student. Fast Facts about Competency-Based Education in Nursing addresses the theory and practical knowledge needed to teach using CBE. Beginning with how to create competencies that align with student learning outcomes, subsequent chapters show how to integrate them into a new or existing nursing curricula. Next, this quick reference shows how to evaluate and assess students using CBE. Finally, it presents how to implement a system of quality improvement to continuously ensure the competencies produce safe, skilled nurses. Brimming with useful tips based on the authors’ extensive experience and abundant practical examples, this is an incomparable reference for any educator seeking superior, more qualitative student assessment and outcomes. Key Features: Demonstrates in detail how to implement CBE and assess students using CBE Illustrates how to integrate CBE into curriculum using an organizing framework Shares expert teaching/learning tips through Evidence-Based Teaching Boxes Helps educators to develop teaching objectives and real-world application processes Describes specific competency-based education curricula Examines how different learning styles thrive in a CBE learning environment Offers separate chapters for using CBE with BSN, MSN, and DNP students
  competency based medical education: Competency-Based Education Rose L. Colby, 2019-01-02 Competency-Based Education introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K–12 schools. Based on pioneering work across multiple states, the book shows how educators can design central elements of competency-based education—including performance tasks, personal learning plans, and grading systems—to meet the needs and interests of all students. Rose L. Colby provides critical tools for creating these elements in collaborative teams and engaging stakeholders such as educators, parents, and community members. The book incorporates case studies and voices from the field, and examines the variety of competency models that schools have adopted, highlighting the benefits for students. Competency-Based Education provides a much-needed resource at a time when states, districts, and schools are working to implement competency-based models and experimenting with new accountability systems that include evidence of learning beyond standardized tests.
  competency based medical education: Handbook of Research on Competency-Based Education in University Settings Rasmussen, Karen, Northrup, Pamela, Colson, Robin, 2016-10-04 The majority of adult learners are looking to attain their desired academic credentials within the shortest amount of time possible. By implementing competency-based programs, learners are accelerated through their designed program or course. The Handbook of Research on Competency-Based Education in University Settings is a pivotal reference source for the latest academic research on the use of competency-based testing in higher education institutions. Focusing on innovative practices, strategies, and real-world scenarios, this book is ideally designed for educators, students, administrators, professionals, and academics interested in emerging developments for competency-based education initiatives.
  competency based medical education: Multiple Intelligences Howard E. Gardner, 1993 Howard Gardner's brilliant conception of individual competence is changing the face of education today. In the ten years since the publication of his seminal Frames of Mind , thousands of educators, parents, and researchers have explored the practical implications of Multiple Intelligences (MI) theory—the powerful notion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in understanding oneself. Multiple Intelligences: The Theory in Practice brings together previously published and original work by Gardner and his colleagues at Project Zero to provide a coherent picture of what we have learned about the educational applications of MI theory from projects in schools and formal research over the last decade.
  competency based medical education: Health Professionals for a New Century , 2011 One hundred years ago a series of seminal documents, starting with the Flexner Report of 1910, sparked an enormous burst of energy to harness the power of science to transform higher education in health. Professional education, however, has not been able to keep pace with the challenges of the 21st century. A new generation of reforms is needed to meet the demands of health systems in an interdependent world. The report of the Commission on the Education of Health Professionals for the 21st Century, a global independent initiative consisting of 20 leaders from diverse disciplinary backgrounds and institutional affiliations, articulates a fresh vision and recommends renewed actions. Building on a rich legacy of educational reforms during the past century, the Commission's findings and recommendations adopt a global and multi-professional perspective using a systems approach to analyze education and health, with a focus on institutional and instructional reforms.
  competency based medical education: Workplace-based Assessment as an Educational Tool John J. Norcini, Vanessa Burch, 2007
  competency based medical education: Practical Guide to the Evaluation of Clinical Competence E-Book Eric S. Holmboe, Steven James Durning, Richard E. Hawkins, 2017-04-06 Designed to help medical educators implement better assessment methods, tools, and models directly into training programs, Practical Guide to the Evaluation of Clinical Competence, 2nd Edition, by Drs. Eric S. Holmboe, Steven J. Durning, and Richard E. Hawkins, is a hands-on, authoritative guide to outcomes-based assessment in clinical education. National and international experts present an organized, multifaceted approach and a diverse combination of methods to help you perform effective assessments. This thoroughly revised edition is a valuable resource for developing, implementing, and sustaining effective systems for evaluating clinical competence in medical school, residency, and fellowship programs. - Each chapter provides practical suggestions and assessment models that can be implemented directly into training programs, tools that can be used to measure clinical performance, overviews of key educational theories, and strengths and weaknesses of every method. - Guidelines that apply across the medical education spectrum allow you to implement the book's methods in any educational situation. - New chapters on high-quality assessment of clinical reasoning and assessment of procedural competence, as well as a new chapter on practical approaches to feedback. - Reorganized for ease of use, with expanded coverage of Milestones/Entrustable Professional Assessments (EPAs), cognitive assessment techniques, work-based procedural assessments, and frameworks. - The expert editorial team, renowned leaders in assessment, is joined by global leader in medical education and clinical reasoning, Dr. Steven Durning. - New Expert Consult material includes videos of medical interviewing scenarios and downloadable assessment tools.
Competency-Based Medical Education (CBME) - AAMC
CBME is an outcomes-based approach to the design, implementation, and evaluation of education programs and to the assessment of learners across the continuum that uses …

The Milestones Guidebook - ACGME
This section provides an overview of competency-based medical education (CBME) and assessment as the foundation for the ACGME Milestones. It describes basic tenets of CBME …

Competency-based medical education - American Medical Association
Jun 14, 2023 · In 2023, the American Medical Association placed a new level of strategic focus on four high-priority areas in medical education: Competency-based medical education (CBME) …

Competency-Based Medical Education: Considering Its Past, …
Advancement toward competency-based medical education (CBME) has been hindered by inertia and a myriad of implementation challenges, including those associated with assessment of …

Competency-based medical education: theory to practice
In this paper, we describe the evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and …

Competency-based medical education: An overview - LWW
Competency-based medical education (CBME) has emerged as a transformative approach to medical training, revolutionizing traditional models of education. This comprehensive review …

What is Competency-Based Medical Education | SAEM
Competency-based medical education (CBME) is a framework that emphasizes achieving specific, measurable, pre-defined educational outcomes.

Competency-Based Medical Education | Laerdal Medical
Competency-Based Medical Education (CBME) is a framework that focuses on outcomes, emphasizing the abilities of healthcare professionals to perform tasks in real-world settings. …

Competency-Based Medical Education (CBME) | The American …
Jan 23, 2025 · Competency-based medical education (CBME) is an approach to medical education and assessment that begins with the needs of patients and puts those needs at the …

Competency-Based Medical Education—A Journey or a …
Apr 11, 2023 · Finding and defining core competencies or outcomes in areas on which educators, clinicians, health system leaders, and patients agree and then developing educational …

The role of assessment in competency-based medical …
Competency-based medical education (CBME), by definition, necessitates a robust and multifaceted assessment system. Assessment and the judgments or evaluations that arise …

Medical Council of India A E T C O M - NMC
in teaching. The Council has also revised and remodeled the Graduate Medical Education Regulations, 1997 with emphasis on curricular reforms. Teaching curricula in various …

MEDICAL COUNCIL OF INDIA - NMC
Competency based Medical Education provides an effective outcome-based strategy where various domains of teaching including teaching learning methods and assessment form the …

Competency-based medical education: Theory to practice
the continuum of medical education. Origins of competency-based education Calls for competency-based approaches to preparing profes-sionals go back 60 years or more (Grant …

BOARD of GOVERNORS of Medical Council of India - NMC
Competency based education has been defined as an outcome-based approach to the design, implementation, assessment and evaluation of a medical education program using an …

A GUIDEBOOK FOR IMPLEMENTING AND CHANGING …
Milestones-based assessment include bureaucratic burden, lack of agreed upon definitions of competence, and lack of validity evidence for competency-based medical education (Boyd et …

Competency-Based Education as Curriculum and …
“competency-based medical education” (bottom). Note that the vertical axes are on different scales. Competency-based education is another educational method introduced in recent …

The Milestones Guidebook - ACGME I
Competency-based medical education (CBME) serves as the foundation for the NAS. The NAS is also grounded in a continuous quality improvement and innovation philosophy.1,5 Before we …

A GUIDEBOOK FOR IMPLEMENTING AND CHANGING …
Milestones-based assessment include bureaucratic burden, lack of agreed upon definitions of competence, and lack of validity evidence for competency-based medical education (Boyd et …

Competency Based Medical Education: An Overview and
Introduction: The Competency-based curriculum is the turning point in medical education and holds much potential in the current trends of medical transformation in India. It provides an

Draft of Indian Psychiatric Society’s Competency Based …
Competency Based Medical Education Suggested Integrated Lecture/Tutorials schedule plan . No Topic Competencies Posting & Integration Time T/L method Assessment 1 Introduction to …

Evaluation of the Competency-based Medical Education …
1. Sharma R, Bakshi H, Kumar P. Competency-based undergraduate curriculum: A critical view. Indian J Community Med 2019;44:77-80. 2. Rajashree R, Chandrashekar DM. Competency …

Competency-Based Medical Education (CBME): an Overview …
Therefore, the framework of competency-based medical education (CBME) can be best understood when contrasted with the framework of the current time-based medical edu-cation …

Competency-based medical education: theory to practice
the continuum of medical education. Origins of competency-based education Calls for competency-based approaches to preparing profes-sionals go back 60 years or more (Grant …

Competency-Based Medical Education Special Issue of …
assessment in competency-based medical education, Medical Teacher, 43:7, 758-764, DOI: 10.1080/0142159X.2021.1925099 〉 Teresa Chan, Anna Oswald, Karen E. Hauer, Holly A. …

Outcome-Based Medical Education Implication and …
method of teaching has several drawbacks and is falling short of expectations. Outcome-Based Education (OBE) is an integrated approach that provides a reforming method for managing …

Role of AI in Competency-Based Medical Education: Using …
Arch Iran Med. November 2024;27(11):633-635 Opinion Role of AI in Competency-Based Medical Education: Using EPA as the Magicbox Ali Dabbagh1,2 ID, Firoozeh Madadi 1,3* ID, Bagher …

Competency-Based Education: the What, Why, and How
Competency-Based Education: Definitions “An outcomes-based approachto the design, implementation, assessment, and evaluation of [health professions] education programs, using …

No. D-11011/500/2024- - NMC
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Guiding Principles for Competency-Based Education
The Essentials: Core Competencies for Professional Nursing Education. The following key components of competency-based education (CBE) provide a foundation for implementing …

AMA Position Statement Competency Based Medical …
Competency Based Medical Education (CBME) is an internationally recognised and endorsed framework that is utilised throughout Australia and comparable international jurisdictions. …

ATTITUDE AND ISSUES FACED BY MEDICAL STUDENTS WITH …
medical education in their 2011 document 'Vision 2015' and again in the new Graduate Medical Education regulations 2012.[2,3] have stressed the need for restructuring the undergraduate …

Competency-based education in the health professions: …
Competency-based education Competency-based education is a framework for designing and implementing education that focuses on the desired performance characteristics of health care …

Competency Framework for Medical Education …
Competency-based medical education has had a significant impact on medical education around the world. National frameworks were used as a starting point to identify graduate …

(DEEMED TO BE UNIVERSITY) Competency Based Medical …
Competency Based Medical Education (CBME) PG Curriculum 2023-24 MD Community Medicine Published by Declared as Deemed to be University u/s 3 of UGC Act, 1956 BLDE (DEEMED …

Curriculum Implementation Support Program of the …
Program of the Competency Based Undergraduate Medical Education Curriculum 2019 Medical Council of India Pocket-14, Sector-8, Dwarka, New Delhi 110 077. 2 Backside Cover Page. 3 …

medical education Toward a shared language for …
The paradigm shift brought about by the advent of competency-based medical education (CBME) can be characterized as an adaptive change. Currently, its development and implementation …

Medical Education Competency Based Assessment in …
assessment under the ambit of principles of competency-based curriculum. Keywords: CBME, Curriculum, Evaluation, Medical education, University examinations. The Medical Council of …

Evaluating competency-based medical education: a …
of evaluating competency-based medical education (CBME) curricula. The purpose of this review is therefore to synthesize the available evidence on the evaluation practices for competency …

The Milestones Guidebook - ACGME
Competency-based medical education (CBME) serves as the foundation for the ACGME’s accreditation model, whichis also grounded in a continuous quality improvement and …

Competency-Based Medical Education - asttmoh.vn
Competency-based medical education (CBME) an outcomes-based approach to the design, implementation, assessment, and evaluation of medical education programs Frank JR et al. …

THE QUESTION OF COMPETENCE - Cornell University
competence broadly, and competency-based education specifically, are both old and evolving ideas, much debated in higher-education institutions and in the professions. Calls for …

The Effect of Competency-Based Education on Medical and …
This article provides an integrative review of competency-based education in medical and nursing programs and examines the effect of CBE on students’ academic performance, technical skill …

Competency‑Based Medical Education for Indian
The concept of Competency‑based Medical Education (CBME) was suggested by the World Health Organization way back in 1978, but it has been truly amalgamated in medical education

Faculty development programs for implementing …
competency-based medical education: A scoping review paper. Medi Teacher. 2020;42:8:909-15. 5. Zodpey S, Sharma A, Zahiruddin QS, Gaidhane A, Shrikhande S. Faculty development …

Competency-Based Veterinary Education: CBVE 2 - aavmc.org
Competency-Based Veterinary Education (CBVE) is an approach modeled after competency-based medical education and is designed to prepare graduates for professional careers by …

Recent reforms in competency-based medical education in …
Oct 27, 2023 · Based Medical Education. Competency-Based Medical Education (CBME) involves restructuring the medical training and planning of curriculum with a focus on …

DEVELOPING FACULTY COMPETENCIES IN ASSESSMENT
©2021 Accreditation Council for Graduate Medical Education (ACGME) Assessment is essential to all of education, and graduate medical education is no exception. With the introduction of …

Implementation of Competency Based Medical Education …
Medical education in India was centered more around time-bound learning approach, didactic lecture teaching methods and there was less of patient based learning [1]. Introduction of …

COMPETENCE BY DESIGN (CBD): WHAT YOU NEED TO KNOW …
Why is Canada changing to a competency-based system? Canada has an excellent medical education system, but over the last century, patient expectations, medical technology, medical …

ASSESSMENT OF KNOWLEDGE, ATTITUDES, AND PRACTICES …
Background: Competency-Based Medical Education (CBME) is an innovative approach to medical education that emphasizes the acquisition of specific competencies by medical students, …

Guiding Principles for Competency-Based Education
The Essentials: Core Competencies for Professional Nursing Education. The following key components of competency-based education (CBE) provide a foundation for implementing …

MEDICAL COUNCIL OF INDIA - NMC
Competency based Medical Education provides an effective outcome-based strategy where various domains of teaching including teaching learning methods and assessment form the …

Growth mindset in competency-based medical education
Growth mindset in competency-based medical education Denyse Richardsona,b, Benjamin Kinnearc, Karen E. Hauerd, Teri L. Turnere, Eric J. Warmc, Andrew K. Hallb,f, Shelley Rossg, …

Competency-Based Medical Education for Physician Assistants
Competency-based medical education (CBME) is the current gold standard of physi-cian assistant (PA) education in the United States, Canada, and around the world. CBME was first …

CanMEDS 2015 - Physician Competency Framework
Competency-based medical education (CBME): An approach to designing medical training that is focused on outcomes in the form of the abilities of graduates Competency: An observable …

Tensions in describing competency-based medical …
Competency-based medical education (CBME) is not a new education framework (Harden, 1999); it was initially introduced in 1978 (McGaghie et al., 1978). Moreover, as a special type of …

Evaluating competency-based medical education: a
of evaluating competency-based medical education (CBME) curricula. The purpose of this review is therefore to synthesize the available evidence on the evaluation practices for competency …

Enabling Implementation of Competency Based Medical …
Competency based medical education is being adopted around the world. Accreditation . plays a vital role as an enabler in the adoption and implementation of competency based medical …

Perception of Faculty Regarding Competency-based Medical …
Ganesh Shanmugasundaram Anusuya et al., Competency-based Medical Education from the Perspectives of Medical Education www.jcdr.net 6 Journal of Clinical and Diagnostic …