Re-examining the value proposition for Competency-Based Medical Education

The adoption of competency-based medical education (CBME) by Canadian postgraduate training programs has created a storm of excitement and controversy. Implementing the system-wide Competency by Design (CBD) project initiated by the Royal College of Physicians & Surgeons of Canada (RCPSC), is a...

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Autores principales:	Jeffrey Damon Dagnone, Glen Bandiera, Kenneth Harris
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/f4302ad71b584a48b9e6d9016ad0a960
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spelling	oai:doaj.org-article:f4302ad71b584a48b9e6d9016ad0a9602021-12-01T22:36:01ZRe-examining the value proposition for Competency-Based Medical Education 10.36834/cmej.682451923-1202https://doaj.org/article/f4302ad71b584a48b9e6d9016ad0a9602021-06-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/68245https://doaj.org/toc/1923-1202 The adoption of competency-based medical education (CBME) by Canadian postgraduate training programs has created a storm of excitement and controversy. Implementing the system-wide Competency by Design (CBD) project initiated by the Royal College of Physicians & Surgeons of Canada (RCPSC), is an ambitious transformative change challenge. Not surprisingly, tensions have arisen across the country around the theoretical underpinnings of CBME and the practicalities of implementation, resulting in calls for evidence justifying its value. Assumptions have been made on both sides of the argument contributing to an atmosphere of unhealthy protection of the status quo, premature conclusions of CBME’s worth, and an oversimplification of risks and costs to participants. We feel that a renewed effort to find a shared vision of medical education and the true value proposition of CBME is required to recreate a growth-oriented mindset. Also, the aspirational assertion of a direct link between CBME and improved patient outcomes requires deferral until further implementation and study has occurred. However, we perceive more concrete and immediate value of CBME arises from the societal contract physicians have, the connection to maintaining self-regulation, and the potential customization of training for learners. Jeffrey Damon DagnoneGlen BandieraKenneth HarrisCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Jeffrey Damon Dagnone Glen Bandiera Kenneth Harris Re-examining the value proposition for Competency-Based Medical Education
description	The adoption of competency-based medical education (CBME) by Canadian postgraduate training programs has created a storm of excitement and controversy. Implementing the system-wide Competency by Design (CBD) project initiated by the Royal College of Physicians & Surgeons of Canada (RCPSC), is an ambitious transformative change challenge. Not surprisingly, tensions have arisen across the country around the theoretical underpinnings of CBME and the practicalities of implementation, resulting in calls for evidence justifying its value. Assumptions have been made on both sides of the argument contributing to an atmosphere of unhealthy protection of the status quo, premature conclusions of CBME’s worth, and an oversimplification of risks and costs to participants. We feel that a renewed effort to find a shared vision of medical education and the true value proposition of CBME is required to recreate a growth-oriented mindset. Also, the aspirational assertion of a direct link between CBME and improved patient outcomes requires deferral until further implementation and study has occurred. However, we perceive more concrete and immediate value of CBME arises from the societal contract physicians have, the connection to maintaining self-regulation, and the potential customization of training for learners.
format	article
author	Jeffrey Damon Dagnone Glen Bandiera Kenneth Harris
author_facet	Jeffrey Damon Dagnone Glen Bandiera Kenneth Harris
author_sort	Jeffrey Damon Dagnone
title	Re-examining the value proposition for Competency-Based Medical Education
title_short	Re-examining the value proposition for Competency-Based Medical Education
title_full	Re-examining the value proposition for Competency-Based Medical Education
title_fullStr	Re-examining the value proposition for Competency-Based Medical Education
title_full_unstemmed	Re-examining the value proposition for Competency-Based Medical Education
title_sort	re-examining the value proposition for competency-based medical education
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/f4302ad71b584a48b9e6d9016ad0a960
work_keys_str_mv	AT jeffreydamondagnone reexaminingthevaluepropositionforcompetencybasedmedicaleducation AT glenbandiera reexaminingthevaluepropositionforcompetencybasedmedicaleducation AT kennethharris reexaminingthevaluepropositionforcompetencybasedmedicaleducation
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Re-examining the value proposition for Competency-Based Medical Education

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