Competency-based medical education: theory to practice
Competency-based medical education: theory to practice
复制标题
DOI：
10.3109/0142159x.2010.501190
复制
发表时间：
2010-01-01
期刊：
影响因子：
4.7
通讯作者：
Harris, Kenneth A.
中科院分区：
文献类型：
--
作者：
Frank, Jason R.;Snell, Linda S.;Harris, Kenneth A.
虽然以能力为基础的医学教育（CBME）近年来在卫生保健专业的教育工作者和决策者中引起了新的兴趣，但对这种模式的许多方面几乎没有达成一致。我们召集了一个独特的伙伴关系-国际CBME合作者-来研究CBME中的概念问题和当前的辩论。我们参与了一个多阶段的小组过程，并举行了一次共识会议，目的是审查基于能力的医学教育的学术文献，确定需要澄清的争议，提出可能对许多司法管辖区的教育者有用的定义和概念，在本文中，我们描述了CBME从世纪的成果运动到一种新的方法的演变，这种方法侧重于问责制和课程成果，并围绕能力组织，促进更大的以学习者为中心，并不强调以时间为基础的课程设计。在这一范式中，能力和相关术语被重新定义，以强调其多维性，动态性，发展性和背景性。因此，CBME对医学课程的规划具有重要意义，并将在重塑医学教育企业中产生重要影响。我们详细阐述了这种新兴的CBME方法及其相关概念，并邀请各地的医学教育工作者就21世纪以能力为基础的医学课程的前景和潜在危险进行进一步对话。
Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership - the International CBME Collaborators - to examine conceptual issues and current debates in CBME.We engaged in a multi-stage group process and held a consensus conference with the aim of reviewing the scholarly literature of competency-based medical education, identifying controversies in need of clarification, proposing definitions and concepts that could be useful to educators across many jurisdictions, and exploring future directions for this approach to preparing health professionals.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 organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design. In this paradigm, competence and related terms are redefined to emphasize their multi-dimensional, dynamic, developmental, and contextual nature. CBME therefore has significant implications for the planning of medical curricula and will have an important impact in reshaping the enterprise of medical education.We elaborate on this emerging CBME approach and its related concepts, and invite medical educators everywhere to enter into further dialogue about the promise and the potential perils of competency-based medical curricula for the 21st century.