Competency-based medical education in postgraduate medical education

William F. Iobst American Board of Internal Medicine, USA; WILLIAM IOBST, MD, is Vice President of Academic Affairs at the American Board of Internal Medicine. He is also an Associate Professor of Clinical Medicine at the Pennsylvania State University College of Medicine.Correspondence[email protected]

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Jonathan Sherbino McMaster University, Hamilton, and Royal College of Physicians and Surgeons of Canada,; JONATHAN SHERBINO, MD, MEd, FRCPC, is the Director of Continuing Professional Education, Division of Emergency Medicine, McMaster University, Hamilton, Ont., and a Clinician Educator with the Royal College of Physicians and Surgeons of Canada.

Olle Ten Cate Center for Research and Development of Education, University Medical Center, Utrecht, the Netherlands; OLLE TEN CATE, PhD, is Professor of Medical Education and Director of the Center for Research and Development of Education at University Medical Center, Utrecht, the Netherlands.

Denyse L. Richardson University of Toronto and Royal College of Physicians and Surgeons of Canada,; DENYSE L. RICHARDSON, MD, MEd, FRCPC is a Clinician Educator at the University of Toronto. She is the Lead for Faculty Development in the Division of Physiatry. She is also a Clinician Educator at the Royal College of Physicians and Surgeons of Canada, Ottawa, Canada.

Deepak Dath McMaster University and Royal College of Physicians and Surgeons of Canada,; DEEPAK DATH, MD, MEd, FRCSC, FACS, is Associate Professor of Surgery at McMaster University, Hamilton, Ont., and a Clinician Educator with the Royal College of Physicians and Surgeons of Canada.

Susan R. Swing Accreditation Council for Graduate Medical Education,; SUSAN R. SWING, PhD, is Vice President of Outcome Assessment at the Accreditation Council for Graduate Medical Education. She is a co-developer of the ACGME/ABMS Toolbox of Assessment Methods and is working on collaborative projects to evaluate the quality of assessment tools and develop performance milestones for residents.

Peter Harris University of New South Wales, AustraliaUSA; PETER HARRIS, MB, BS, FRACGP, is a Senior Lecturer in the Medical Education and Student Office of the Medical Faculty, University of New South Wales, Sydney, Australia, where he co-ordinates the Medical Faculty's Assessment Working Party and has been involved in undergraduate and specialty training curriculum design.

Rani Mungroo Royal College of Physicians and Surgeons of Canada,; RANI MUNGROO, MPA, is Manager, Education & Professionalism at the Canadian Association of Internes and Residents, Ottawa, Ontario.

Eric S. Holmboe American Board of Internal Medicine, USA; ERIC HOLMBOE, MD, is Senior Vice President and Chief Medical Officer at the American Board of Internal Medicine and American Board of Internal Medicine Foundation. He is also Professor Adjunct of Medicine at Yale University, and Adjunct Professor at the Uniformed Services University of the Health Sciences.

Jason R. Frank Royal College of Physicians and Surgeons of Canada and University of Ottawa, Canada; JASON R. FRANK, MD, MA(Ed), FRCPC, is the Associate Director of the Office of Education, Royal College of Physicians and Surgeons of Canada, and the Director of Education in the Department of Emergency Medicine, University of Ottawa.

& for the International CBME Collaborators show all

Abstract

With the introduction of Tomorrow's Doctors in 1993, medical education began the transition from a time- and process-based system to a competency-based training framework. Implementing competency-based training in postgraduate medical education poses many challenges but ultimately requires a demonstration that the learner is truly competent to progress in training or to the next phase of a professional career. Making this transition requires change at virtually all levels of postgraduate training. Key components of this change include the development of valid and reliable assessment tools such as work-based assessment using direct observation, frequent formative feedback, and learner self-directed assessment; active involvement of the learner in the educational process; and intensive faculty development that addresses curricular design and the assessment of competency.

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Competency-based medical education in postgraduate medical education

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Competency-based medical education in postgraduate medical education

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