Twelve tips for learners to succeed in a CBME program

Abstract

The international movement to competency-based medical education (CBME) marks a major transition in medical education that requires a shift in educators’ and learners’ approach to clinical experiences, the way assessment data are collected and integrated, and in learners’ mindsets. Learners entering a CBME curriculum must actively drive their learning experiences and education goals. For some, this expectation may be a significant change from their previous approach to learning in medicine. This paper highlights 12 tips to help learners succeed within a CBME model.

Keywords:

• Leadership
• portfolio
• outcome-based
• change
• best evidence medical education

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Jena Hall

Dr. Jena Hall, MD, MEd, is a PGY5 OBGYN at Queen’s University, Kingston, Canada.

Anna Oswald

Dr. Anna Oswald, MD, MMEd, FRCPC, is the Director Competency Based Medical Education and a Professor in the Division of Rheumatology, Department of Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada.

Karen E. Hauer

Dr. Karen K. Hauer, MD, PhD, is Associate Dean for Competency Assessment and Professional Standards and Professor of Medicine at the University of California, San Francisco, California.

Andrew K. Hall

Dr. Andrew K. Hall, MD, FRCPC, MMEd, is program CBME Lead and associate professor, Department of Emergency Medicine, Queen’s University, Kingston, ON, CAN and Clinician Educator, Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada.

Robert Englander

Dr. Robert Englander, MD, MPH, is the Associate Dean for Undergraduate Medical Education and a Professor of Pediatrics at the University of Minnesota Medical School, Minneapolis, Minnesota.

Warren J. Cheung

Dr. Warren J. Cheung, MD, MMEd, FRCPC, is the Associate Director Education Innovation and Director of Assessment in the Department of Emergency Medicine and Assistant Professor in the Faculty of Medicine at the University of Ottawa. He also serves as a Clinician Educator with the Royal College of Physicians and Surgeons of Canada.