Towards a shared mental model of progressive competence in postgraduate medical education

Many professions have hierarchies and a promotion structure. Postgraduate medicine has a tradition of promoting residents based on time spent in a certain specialty. The military, too, may promote its personnel based on factors other than just merit. Both professions have been criticized for divorci...

Descripción completa

Detalles Bibliográficos
Autor principal: Prost, Eric
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Canadian Medical Education Journal 2018
Materias:
Letters to the Editor
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6104313/
https://www.ncbi.nlm.nih.gov/pubmed/30140356
_version_ 1783349463660625920
author Prost, Eric
author_facet Prost, Eric
author_sort Prost, Eric
collection PubMed
description Many professions have hierarchies and a promotion structure. Postgraduate medicine has a tradition of promoting residents based on time spent in a certain specialty. The military, too, may promote its personnel based on factors other than just merit. Both professions have been criticized for divorcing competence from promotion. While Competency-Based Medical Education (CBME) partly solves this problem in medicine, many models of CBME, including the Canadian one, retain distinct stages of training. We urgently need a shared mental model of what a learner in each stage looks like. Some models have been proposed but fall short.
format Online
Article
Text
id pubmed-6104313
institution National Center for Biotechnology Information
language English
publishDate 2018
publisher Canadian Medical Education Journal
record_format MEDLINE/PubMed
spelling pubmed-61043132018-08-23 Towards a shared mental model of progressive competence in postgraduate medical education Prost, Eric Can Med Educ J Letters to the Editor Many professions have hierarchies and a promotion structure. Postgraduate medicine has a tradition of promoting residents based on time spent in a certain specialty. The military, too, may promote its personnel based on factors other than just merit. Both professions have been criticized for divorcing competence from promotion. While Competency-Based Medical Education (CBME) partly solves this problem in medicine, many models of CBME, including the Canadian one, retain distinct stages of training. We urgently need a shared mental model of what a learner in each stage looks like. Some models have been proposed but fall short. Canadian Medical Education Journal 2018-07-27 /pmc/articles/PMC6104313/ /pubmed/30140356 Text en © 2018 Prost; licensee Synergies Partners http://creativecommons.org/licenses/by/2.0 This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Letters to the Editor
Prost, Eric
Towards a shared mental model of progressive competence in postgraduate medical education
title Towards a shared mental model of progressive competence in postgraduate medical education
title_full Towards a shared mental model of progressive competence in postgraduate medical education
title_fullStr Towards a shared mental model of progressive competence in postgraduate medical education
title_full_unstemmed Towards a shared mental model of progressive competence in postgraduate medical education
title_short Towards a shared mental model of progressive competence in postgraduate medical education
title_sort towards a shared mental model of progressive competence in postgraduate medical education
topic Letters to the Editor
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6104313/
https://www.ncbi.nlm.nih.gov/pubmed/30140356
work_keys_str_mv AT prosteric towardsasharedmentalmodelofprogressivecompetenceinpostgraduatemedicaleducation

Ejemplares similares