2,218
Views
54
CrossRef citations to date
0
Altmetric
Original Articles

Competency-based medical education and continuing professional development: A conceptualization for change

, , , , , & show all

References

  • Al Ansari A, Donnon T, Al Khalifa K, Darwish A, Violato C. 2014. The construct and criterion validity of the multi-source feedback process to assess physician performance: a meta-analysis. Adv Med Educ Pract. 5:39–51.
  • Armson H, Wakefield J. 2013. Expanding the horizons of practice-based small-group learning: what are we learning? Educ Prim Care. 24:153–155.
  • Birch DW, Asiri AH, de Gara CJ. 2007. The impact of a formal mentoring program for minimally invasive surgery on surgeon practice and patient outcomes. Am J Surg. 193:589–591.
  • Boet S, Bould MD, Fung L, Qosa H, Perrier L, Tavares W, Reeves S, Tricco AC. 2014. Transfer of learning and patient outcome in simulated crisis resource management: a systematic review. Can J Anaesth. 61:571–582.
  • Carraccio C, Englander R, Van Melle E, ten Cate O, Lockyer J, Chan MK, Frank JR, Snell LS. International Competency-Based Medical Education Collaborators. 2016. Advancing competency-based medical education: a charter for clinician-educators. Acad Med. 91:645–649.
  • Choudhry NK, Fletcher RH, Soumerai SB. 2005. Systematic review: the relationship between clinical experience and quality of health care. Ann Intern Med. 142:260–273.
  • Davis DA, Mazmanian PE, Fordis M, Van Harrison R, Thorpe KE, Perrier L. 2006. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA. 296:1094–1102.
  • Davis NL, Davis DA, Johnson NM, Grichnik KL, Headrick LA, Pingleton SK, Bower E, Gibbs R. 2013. Aligning academic continuing medical education with quality improvement: a model for the 21st century. Acad Med. 88:1437–1441.
  • Drotar D. 2009. Physician behavior in the care of pediatric chronic illness: association with health outcomes and treatment adherence. J Dev Behav Pediatr. 30:246–254.
  • Englander R, Carraccio C. 2014. From theory to practice: making entrustable professional activities come to life in the context of milestones. Acad Med. 89:1321–1323.
  • Englander R, Frank JR, Carraccio C, Sherbino J, Ross S, Snell L; ICBME Collaborators. 2017. Toward a shared language for competency-based medical education. Med Teach. 39:582--587.
  • Erasmus V, Daha TJ, Brug H, Richardus JH, Behrendt MD, Vos MC, van Beeck EF. 2010. Systematic review of studies on compliance with hand hygiene guidelines in hospital care. Infect Control Hosp Epidemiol. 31:283–294.
  • Forsetlund L, Bjørndal A, Rashidian A, Jamtvedt G, O’Brien MA, Wolf F, Davis D, Odgaard-Jensen J, Oxman AD. 2009. Continuing education meetings and workshops: effects on professional practice and health care outcomes. Cochrane Database Syst Rev. CD003030.
  • Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T. 2010a. Toward a definition of competency-based education in medicine: a systematic review of published definitions. Med Teach. 32:631–637.
  • Frank JR, Snell LS, ten Cate O, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, et al. 2010b. Competency-based medical education: theory to practice. Med Teach. 32:638–645.
  • Gordon JA, Campbell CM. 2013. The role of ePortfolios in supporting continuing professional development in practice. Med Teach. 35:287–294.
  • Goulet F, Hudon E, Gagnon R, Gauvin E, Lemire F, Arsenault I. 2013. Effects of continuing professional development on clinical performance: results of a study involving family practitioners in Quebec. Can Fam Physician. 59:518–525.
  • Grace ES, Wenghofer EF, Korinek EJ. 2014. Predictors of physician performance on competence assessment: findings from CPEP, the Center for Personalized Education for Physicians. Acad Med. 89:912–919.
  • Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. 2004. Diffusion of innovations in service organizations: systematic review and recommendations. Milbank Q.. 82:581–629.
  • Harris P, Bhanji F, Topps M, Ross S, Lieberman S, Frank JR, Snell L, Sherbino J; ICBME Collaborators. 2017. Evolving concepts of assessment in a competency-based world. Med Teach. 39:603--608.
  • Herbert CP, Wright JM, Maclure M, Wakefield J, Dormuth C, Brett-MacLean P, Legare J, Premi J. 2004. Better Prescribing Project: a randomized controlled trial of the impact of case-based educational modules and personal prescribing feedback on prescribing for hypertension in primary care. Fam Pract. 21:575–581.
  • Hodges B. 2013. Assessment in the post-psychometric era: learning to love the subjective and collective. Med Teach. 35:564–568.
  • Ivers N, Jamtvedt G, Flottorp S, Young JM, Odgaard-Jensen J, French SD, O’Brien MA, Johansen M, Oxman AD. 2012. Audit and feedback: effects on professional practice and healthcare outcomes. Cochrane Database Syst Rev. CD000259.
  • Ivers NM, Grimshaw JM, Jamtvedt G, Flottorp S, O’Brien MA, French SD, Young J, Odgaard-Jensen J. 2014. Growing literature, stagnant science? Systematic review, meta-regression and cumulative analysis of audit and feedback interventions in health care. J Gen Intern Med. 29:1534–1541.
  • Lamb BW, Green JS, Benn J, Brown KF, Vincent CA, Sevdalis N. 2013. Improving decision making in multidisciplinary tumor boards: prospective longitudinal evaluation of a multicomponent intervention for 1,421 patients. J Am Coll Surg. 217:412–420.
  • Légaré F, Freitas A, Thompson-Leduc P, Borduas F, Luconi F, Boucher A, Witteman, Jacques A. 2015. The majority of accredited continuing professional development activities do not target clinical behavior change. Acad Med. 90:197–202.
  • Lockyer J, Armson H, Chesluk B, Dornan T, Holmboe E, Loney E, Mann K, Sargeant J. 2011. Feedback data sources that inform physician self-assessment. Med Teach. 33:e113e20.
  • Lockyer J, Silver I, Oswald A, Bullock G, Campbell C, Frank JR, Taber S, Wilson I, Harris KA. 2014. The continuum of medical education. In: KA Harris, JR Frank, editors. Competence by design: re-shaping Canadian medical education [Internet]. Ottawa: Royal College of Physicians and Surgeons of Canada; [cited 2015 Dec 31]. Available from: www.royalcollege.ca/portal/page/portal/rc/common/documents/educational_initiatives/rc_competency-by-design_ebook_e.pdf.
  • Lockyer J, Horsley T, Zeiter J, Campbell C. 2015. Role for assessment in maintenance of certification: physician perceptions of assessment. J Contin Educ Health Prof. 35:11–17.
  • Lockyer J, Carraccio C, Chan MK, Hart D, Smee S, Touchie C, Holmboe ES, Frank JR; ICBME Collaborators. 2017. Core principles of assessment in competency-based medical education. Med Teach. 39:609--616.
  • Marinopoulos SS, Dorman T, Ratanawongsa N, Wilson LM, Ashar BH, Magaziner JL, Miller RG, Thomas PA, Pokopowicz GP, Qayyum R, et al. 2007. Effectiveness of continuing medical education. Evid Rep Technol Assess (Full Rep). 149:1–69.
  • McGaghie WC, Issenberg SB, Barsuk JH, Wayne DB. 2014. A critical review of simulation-based mastery learning with translational outcomes. Med Educ. 48:375–385.
  • Nieuwlaat R, Schwalm JD, Khatib R, Yusuf S. 2013. Why are we failing to implement effective therapies in cardiovascular disease? Eur Heart J. 34:1262–1269.
  • Norcini J, Anderson B, Bollela V, Burch V, Costa MJ, Duvivier R, Galbraith R, Hays R, Kent A, Perrott V, et al. 2011. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 Conference. Med Teach. 33:206–214.
  • Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. 2013. Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev. CD002213.
  • Sargeant J, Armson H, Chesluk B, Dornan T, Eva K, Holmboe E, Lockyer J, Loney E, Mann K, van der Vleuten C. 2010. The processes and dimensions of informed self-assessment: a conceptual model. Acad Med. 85:1212–1220.
  • Shaw K, Armitage M. 2005. Supporting revalidation: methods and evidence. Clin Med (Lond). 5:460–464.
  • Shaw K, Cassel CK, Black C, Levinson W. 2009. Shared medical regulation in a time of increasing calls for accountability and transparency: comparison of recertification in the United States, Canada, and the United Kingdom. JAMA. 302:2008–2014.
  • Sklar DP. 2016. What happens after medical school? Current controversies about licensure, maintenance of certification, and continuing professional development. Acad Med. 91:1–3.
  • Wenghofer EF, Marlow B, Campbell C, Carter L, Kam S, McCauley W, Hill L. 2014. The relationship between physician participation in continuing professional development programs and physician in-practice peer assessments. Acad Med. 89:920–927.
  • Whitehead CR, Kuper A, Hodges B, Ellaway R. 2015. Conceptual and practical challenges in the assessment of physician competencies. Med Teach. 37:245–251.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.