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Competency-Based Postgraduate Medical Education: Past, Present and Future

Since the turn of the twenty-first century, competency-based medical education (CBME) has become a dominant approach to postgraduate medical education in many countries. CBME has a history dating back half a century and is rooted in general educational approaches such as outcome-based education and...

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Autor principal: ten Cate, Olle
Formato: Online Artículo Texto
Lenguaje:English
Publicado: German Medical Science GMS Publishing House 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5704607/
https://www.ncbi.nlm.nih.gov/pubmed/29226237
http://dx.doi.org/10.3205/zma001146
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author ten Cate, Olle
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description Since the turn of the twenty-first century, competency-based medical education (CBME) has become a dominant approach to postgraduate medical education in many countries. CBME has a history dating back half a century and is rooted in general educational approaches such as outcome-based education and mastery learning. Despite controversies around the terminology and the CBME approach, important national medical regulatory bodies in Canada, the United States, and other countries have embraced CBME. CBME can be characterized as having two distinct features: a focus on specific domains of competence, and a relative independence of time in training, making it an individualized approach that is particularly applicable in workplace training. It is not the length of training that determines a person’s readiness for unsupervised practice, but the attained competence or competencies. This shift in focus makes CBME different from traditional training. In this contribution, definitions of CBME and related concepts are detailed.
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spelling pubmed-57046072017-12-08 Competency-Based Postgraduate Medical Education: Past, Present and Future ten Cate, Olle GMS J Med Educ Article Since the turn of the twenty-first century, competency-based medical education (CBME) has become a dominant approach to postgraduate medical education in many countries. CBME has a history dating back half a century and is rooted in general educational approaches such as outcome-based education and mastery learning. Despite controversies around the terminology and the CBME approach, important national medical regulatory bodies in Canada, the United States, and other countries have embraced CBME. CBME can be characterized as having two distinct features: a focus on specific domains of competence, and a relative independence of time in training, making it an individualized approach that is particularly applicable in workplace training. It is not the length of training that determines a person’s readiness for unsupervised practice, but the attained competence or competencies. This shift in focus makes CBME different from traditional training. In this contribution, definitions of CBME and related concepts are detailed. German Medical Science GMS Publishing House 2017-11-15 /pmc/articles/PMC5704607/ /pubmed/29226237 http://dx.doi.org/10.3205/zma001146 Text en Copyright © 2017 ten Cate This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/.
spellingShingle Article
ten Cate, Olle
Competency-Based Postgraduate Medical Education: Past, Present and Future
title Competency-Based Postgraduate Medical Education: Past, Present and Future
title_full Competency-Based Postgraduate Medical Education: Past, Present and Future
title_fullStr Competency-Based Postgraduate Medical Education: Past, Present and Future
title_full_unstemmed Competency-Based Postgraduate Medical Education: Past, Present and Future
title_short Competency-Based Postgraduate Medical Education: Past, Present and Future
title_sort competency-based postgraduate medical education: past, present and future
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5704607/
https://www.ncbi.nlm.nih.gov/pubmed/29226237
http://dx.doi.org/10.3205/zma001146
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