Review
Veterinary Sciences
Kristin P. Chaney, Jennifer L. Hodgson
Summary: In recent years, veterinary education has been transitioning to competency-based models, inspired by medical education. Implementing competency-based veterinary education is important but challenging, and maintaining educational quality is crucial during the implementation process.
FRONTIERS IN VETERINARY SCIENCE
(2021)
Review
Anesthesiology
Jennifer M. Weller, Ties Coomber, Yan Chen, Damian J. Castanelli
Summary: Specialist training bodies have been developing innovative methods of workplace assessment tools to meet the requirements of competency-based medical education. A recent review identified 30 innovative WBA tools, categorised across seven dimensions, which highlighted the interdependencies and trade-offs in their design. This study emphasizes the importance of deliberate consideration of tool characteristics to suit the local context.
BRITISH JOURNAL OF ANAESTHESIA
(2021)
Article
Education & Educational Research
Jane McKenzie-White, Aloysius G. Mubuuke, Sara Westergaard, Ian G. Munabi, Robert C. Bollinger, Robert Opoka, Scovia N. Mbalinda, David Katete, Yukari C. Manabe, Sarah Kiguli
Summary: This study evaluated whether the assessment methods within the MBChB curriculum at Makerere University College of Health Sciences addressed the stated competencies. The study found that CBME was successfully implemented, with almost all established competencies being assessed. Faculty members acknowledged the importance of CBME but expressed the need for further training to improve the implementation of competency-based assessments.
BMC MEDICAL EDUCATION
(2022)
Article
Veterinary Sciences
Jared A. Danielson
Summary: This perspective explores six key assumptions of a competency-based approach to medical-sciences education, as they relate to veterinary medical education. While available research does not unequivocally support all six assumptions, overall the potential benefits of adopting a competency-based approach seem promising for veterinary medical education.
FRONTIERS IN VETERINARY SCIENCE
(2021)
Article
Nursing
Jakub Dolezel, Renata Zelenikova, Stefano Finotto, Daniela Mecugni, Athina Patelarou, Mariusz Panczyk, Maria Ruzafa-Martinez, Antonio Jesus Ramos-Morcillo, Brigita Skela-Savic, Joanna Gotlib, Evridiki Patelarou, Marta Smodis, Darja Jarosova
Summary: The study established a set of 24 core EBP competencies and 120 learning outcomes, divided into affective, cognitive, and skills domains, through a multi-phase modified Delphi survey. These results can guide nurse educators, managers, and EBP stakeholders in developing content and enhancing continuing education in nursing.
WORLDVIEWS ON EVIDENCE-BASED NURSING
(2021)
Article
Public, Environmental & Occupational Health
Randall C. Burson, Olivia O. Familusi, Justin T. Clapp
Summary: This study examines the impact of a emerging framework, structural competency, on medical students' and physicians' understanding of societal problems affecting patient health. The findings suggest that while structural competency can improve patient-physician communication and address social needs, it may fall short in shifting physicians' perspectives and addressing the emotional and personal impacts of societal challenges.
SOCIAL SCIENCE & MEDICINE
(2022)
Article
Education, Scientific Disciplines
Warren J. Cheung, Andrew K. Hall, Alexandra Skutovich, Stacey Brzezina, Timothy R. Dalseg, Anna Oswald, Lara J. Cooke, Elaine Van Melle, Stanley J. Hamstra, Jason R. Frank
Summary: This study evaluated the readiness of Canadian postgraduate training programs to implement Competence by Design (CBD), a model of Competency-Based Medical Education (CBME). The majority of respondents were supportive of successful CBD implementation, but there were also challenges that need to be addressed for future improvement.
Article
Education & Educational Research
Adrian Marty, Sonia Frick, Heidi Bruderer Enzler, Sabine Zundel
Summary: The study analyzed the self-reported competence of graduates in 2019 in Switzerland, revealing significant gaps between curriculum developers' expectations and students' perceived competences, especially in practical skills and emergency care.
BMC MEDICAL EDUCATION
(2021)
Article
Education, Scientific Disciplines
Michael S. Ryan, William Iobst, Eric S. Holmboe, Sally A. Santen
Summary: The study investigates the alignment between CBME frameworks used in undergraduate medical education (UME) and graduate medical education (GME) settings in the US. It highlights the challenges of creating alignment in assessment frameworks across the continuum of training and suggests four next steps to improve educational continuity.
Article
Radiology, Nuclear Medicine & Medical Imaging
Andrew D. Chung, Benjamin Y. M. Kwan, Natalie Wagner, Heather Braund, Tessa Hanmore, Andrew Koch Hall, Laura McEwan, Nancy Dalgarno, Jeffrey Damon Dagnone
Summary: The study evaluated the Queen's University diagnostic radiology residency program after transitioning to a competency-based medical education (CBME) curriculum using Rapid Evaluation methodology. Strengths of CBME implementation included more frequent and timely feedback and the role of the Academic Advisor, but frontline faculty felt unsupported in theory and practical implementation of the new curriculum. Improvement areas identified were additional faculty and resident education workshops and changes to assessment tools for increased clarity. Residents overall viewed the changes favorably, with a desire for increased feedback among traditional stream residents.
EUROPEAN JOURNAL OF RADIOLOGY
(2022)
Article
Anesthesiology
Alayne Kealey, Fahad Alam, Lisa A. Bahrey, Clyde T. Matava, Graham A. McCreath, Catharine M. Walsh
Summary: This study provides evidence supporting the validity of ACEA as an assessment tool for evaluating the competence of residents in perioperative care, and supports its use in competency-based anaesthesiology training.
BRITISH JOURNAL OF ANAESTHESIA
(2022)
Article
Orthopedics
Jean Fitzpatrick Timmerberg, Steven B. Chesbro, Gail M. Jensen, Robin L. Dole, Diane U. Jette
Summary: Competency-based education is an approach that emphasizes learner progression through the demonstration of competencies. The lack of such a framework in physical therapy may lead to variations in skills and practice, hindering the delivery of high-quality patient care. Therefore, adopting competency-based education in the physical therapy profession is crucial for ensuring safe and efficient practice.
Article
Education, Scientific Disciplines
Daniel J. Schumacher, Benjamin Kinnear, Carol Carraccio, Eric Holmboe, Jamiu O. Busari, Cees van der Vleuten, Lorelei Lingard
Summary: High-value care is not often delivered in healthcare, but medical education can provide the spark for change by embracing competency-based medical education (CBME) and centering the patient. The authors argue that medical educators must adopt a new approach, treat CBME as an adaptive challenge, and prioritize genuine engagement and discussion.
Article
Education & Educational Research
Patricia A. Carney, Stefanie S. Sebok-Syer, Martin V. Pusic, Colleen C. Gillespie, Marjorie Westervelt, Mary Ellen J. Goldhamer
Summary: Graduate medical education and Clinical Competency Committees are using competency-based medical education principles to monitor trainee progression, but evidence suggests that CCCs are not meeting this goal effectively. Challenges include incomplete and conflicting evaluation data, as well as difficulties organizing, analyzing, and integrating data elements. Learning analytics have the potential to improve CCC decision making, but their use is not widespread.
MEDICAL EDUCATION ONLINE
(2023)
Article
Education, Scientific Disciplines
Adrian Harvey, Michael Paget, Kevin McLaughlin, Kevin Busche, Claire Touchie, Christopher Naugler, Janeve Desy
Summary: The purpose of this study was to define a standard protocol for setting EPA achievement thresholds and examine their feasibility within the clinical clerkship. The achievement thresholds for each EPA were set by using sequential rounds of revision and evaluation. The results showed that 96.27% of EPAs were successfully completed by clerkship students, demonstrating a high level of feasibility.
