Competency-based medical education: implications for undergraduate programs
Competency-based medical education: implications for undergraduate programs
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DOI：
10.3109/0142159x.2010.500703
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发表时间：
2010-01-01
期刊：
影响因子：
4.7
通讯作者：
Harden, Ronald M.
中科院分区：
文献类型：
--
作者：
Harris, Peter;Snell, Linda;Harden, Ronald M.
教育思想和医学项目认证的变化为重新考虑本科医学教育的方法提供了机会。特别是目前基于能力的医学教育（CBME）的发展，为本科课程提供了可能性和挑战。CBME没有指定特定的学习策略或格式，而是提供了预期结果的清晰描述。这种方法有可能为医疗实践提供真实的课程，并在终身学习的各个阶段之间提供无缝的联系。与此同时，CBME在本科教育中的实施对课程设计、学生评估实践、教师准备和系统制度变革提出了挑战，这些都对学生的学习产生了影响。CBME的一些挑战与任何综合课程的实施中可能出现的挑战相似，而其他挑战则具体到采用结果框架作为课程设计的组织原则。本文回顾了CBME在本科课程背景下提出的一些问题，并提供了可能有助于解决这些问题的最佳实践示例。
Changes in educational thinking and in medical program accreditation provide an opportunity to reconsider approaches to undergraduate medical education. Current developments in competency-based medical education (CBME), in particular, present both possibilities and challenges for undergraduate programs. CBME does not specify particular learning strategies or formats, but rather provides a clear description of intended outcomes. This approach has the potential to yield authentic curricula for medical practice and to provide a seamless linkage between all stages of lifelong learning. At the same time, the implementation of CBME in undergraduate education poses challenges for curriculum design, student assessment practices, teacher preparation, and systemic institutional change, all of which have implications for student learning. Some of the challenges of CBME are similar to those that can arise in the implementation of any integrated program, while others are specific to the adoption of outcome frameworks as an organizing principle for curriculum design. This article reviews a number of issues raised by CBME in the context of undergraduate programs and provides examples of best practices that might help to address these issues.