Competency-based time-variable training internationally: Ensuring practical next steps in the wake of the COVID-19 pandemic

References

• Accreditation Council for Graduate Medical Education. 2019. ACGME program requirements for graduate medical education in pediatrics [online]; [accessed 2020 Jan 6]. http://www.acgme.org/acgmeweb/tabid/143/ProgramandInstitutionalGuidelines/MedicalAccreditation/Pediatrics.aspx.
   Google Scholar
• Banja J. 2010. The normalization of deviance in healthcare delivery. Bus Horiz. 53:139.
   PubMed Web of Science ®Google Scholar
• Bellini LM, Kalet A, Englander R. 2019. Providing compassionate off-ramps for medical students is a moral imperative. Acad Med. 94:656–658.
   PubMed Web of Science ®Google Scholar
• Cangiarella J, Leong S, Coe CL, Jones B, Fancher T, Dempsey A, Hunsaker M, Dodson L, Crump W, Pallay R, et al. 2020. Accelerated MD program graduates: views on their education, wellness, residency readiness and debt from the AAMC GQ [online]; [accessed 2020 Apr 8]. https://static1.squarespace.com/static/5d56b972df02050001a52f6c/t/5dc82154af9d520b7a5df022/1573396843497/aamc+2019+presentation+.pdf.
   Google Scholar
• Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. 2002. Shifting paradigms: from Flexner to competencies. Acad Med. 77(5):361–367.
   PubMed Web of Science ®Google Scholar
• Council of Australian Governments Health Council. 2015. Independent national review of medical intern training [online]; [accessed 2020 Apr 8]. www.coaghealthcouncil.gov.au/medicalinternreview.
   Google Scholar
• Dudek NL, Marks MB, Regehr G. 2005. Failure to fail: the perspectives of clinical supervisors. Acad Med. 80:S84–S87.
   PubMed Web of Science ®Google Scholar
• Edgar L, Roberts S, Holmboe E. 2018. Milestones 2.0: a step forward. J Grad Med Educ. 10:367–369.
   PubMedGoogle Scholar
• Englander R, Carraccio C. 2018. A lack of continuity in education, training, and practice violates the “do no harm” principle. Acad Med. 93(3S):S12–S16.
   PubMed Web of Science ®Google Scholar
• European Union. 2005. EU Directive 2005/36/EC on the recognition of qualifications, Pub. L. No. 2005/36/EC, 22 (2005). https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32005L0036&qid=1604229824567.
   Google Scholar
• Eva KW. 2003. On the generality of specificity. Med Educ. 37:587–588.
   PubMed Web of Science ®Google Scholar
• Frank JR, Snell LS, Sherbino J. 2015. CanMEDS 2015 physician competency framework. Ottawa (ON): Royal College of Physicians and Surgeons of Canada.
   Google Scholar
• Frank JR. 2005. The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada.
   Google Scholar
• Fraser AB, Stodel EJ, Chaput AJ. 2016. Curriculum reform for residency training: competence, change, and opportunities for leadership. Can J Anesth. 63:875–884.
   PubMed Web of Science ®Google Scholar
• Gingerich A, Kogan J, Yeates P, Govaerts M, Holmboe E. 2014. Seeing the ‘black box’ differently: Assessor cognition from three research perspectives. Med Educ. 48:1055–1068.
   PubMed Web of Science ®Google Scholar
• Gingerich A, Regehr G, Eva KW. 2011. Rater-based assessments as social judgments: rethinking the etiology of rater errors. Acad Med. 86:S1–S7.
   PubMed Web of Science ®Google Scholar
• Govaerts M, Schuwirth LWT, Van Der Vleuten CPM, Muijtjens AMM. 2011. Workplace-based assessment: effects of rater expertise. Adv Health Sci Educ. 16:151–165.
   PubMed Web of Science ®Google Scholar
• Hoff RG, Frenkel J, Imhof SM, Ten Cate O. 2018. Flexibility in postgraduate medical training in the Netherlands. Acad Med. 93:S32–S36.
   PubMed Web of Science ®Google Scholar
• Kogan JR, Conforti L, Bernabeo E, Iobs W, Holmboe E. 2011. Opening the black box of clinical skills assessment via observation: a conceptual model. Med Educ. 45:1048–1060.
   PubMed Web of Science ®Google Scholar
• Kogan JR, Whelan AJ, Gruppen LD, Lingard LA, Teunissen PW, Ten Cate O. 2018. What regulatory requirements and existing structures must change if competency-based, time-variable training is introduced into the continuum of medical education in the United States? Acad Med. 93:S27–S31.
   PubMed Web of Science ®Google Scholar
• Li ST, Tancredi DJ, Schwartz A, Guillot AP, Burke AE, Trimm RF, Guralnick S, Mahan JD, Gifford KA. 2017. Association of Pediatric Program Directors (Appd) Longitudinal Educational Assessment Research Network (LEAR) Validity of Resident Self-Assessment Group. Competent for unsupervised practice: use of pediatric residency training milestones to assess readiness. Acad Med. 92:385–393.
   PubMed Web of Science ®Google Scholar
• Lucey CR. 2018. Achieving competency-based, time-variable health professions education. Proceedings of a conference sponsored by Josiah Macy Jr. Foundation; June 2017. New York (NY): Josiah Macy Jr. Foundation.
   Google Scholar
• McGaghie WC, Miller GE, Sajid AW, Telder TV. 1978. Competency-based curriculum development on medical education: an introduction. Public Health Pap. 68:11–91.
   PubMedGoogle Scholar
• Mejicano G, Bumstead T. 2019. Program to accelerate competency-based, time-variable medical education (PACE) [online]; [accessed 2020 Apr 8]. https://www.ama-assn.org/system/files/2019-06/spring-consortium-meeting-poster-oregon.pdf.
   Google Scholar
• Murray KE, Lane JL, Carraccio C, Glasgow T, Long M, West DC, O’Connor M, Hobday P, Schwartz A, Englander R. 2019. Crossing the gap: using competency-based assessment to determine whether learners are ready for the undergraduate-to-graduate transition. Acad Med. 94:338–345.
   PubMed Web of Science ®Google Scholar
• Nasca TJ, Philibert I, Brigham T, Flynn TC. 2012. The next GME accreditation system – rationale and benefits. New Engl J Med. 366:2324–2325.
   Web of Science ®Google Scholar
• New York University Grossman School of Medicine. 2020a. Consortium of accelerated medical pathway programs [online]; [accessed 8 Apr 2020]. https://med.nyu.edu/education/md-degree/accelerated-three-year-md.
   Google Scholar
• New York University Grossman School of Medicine. 2020b. Accelerated three-year MD [online]; [accessed 2020 Apr 8]. https://med.nyu.edu/education/md-degree/accelerated-three-year-md/consortium-accelerated-medical-pathway-programs.
   Google Scholar
• Nousiainen MT, Mironova P, Hynes M, Glover Takahashi S, Reznick R, Kraemer W, Alman B, Ferguson P. Cbc Planning Committee 2018. Eight-year outcomes of a competency-based residency training program in orthopedic surgery. Med Teach. 40:1042–1054.
   PubMed Web of Science ®Google Scholar
• Partners HealthCare. 2019. AMA reimagining residency grant [online]; [accessed 2020 Apr 8]. https://www.partners.org/Graduate-Medical-Education/GME-At-Partners/Newsletter-Stories/AMA-Grant-Brief-Note.aspx.
   Google Scholar
• Pellegrini VD, Franks AM, Englander R. 2020. Finding greater value in the fourth year of medical school. Acad Med. 95:527–533.
   PubMed Web of Science ®Google Scholar
• Plato , Jowett B. 1991. The Republic: the complete and unabridged Jowett Translation. New York (NY): Vintage Books.
   Google Scholar
• Royal College of Physicians and Surgeons of Canada. 2020. Competence by Design [online]; [accessed 2020 Apr 22]. http://www.royalcollege.ca/rcsite/cbd/competence-by-design-cbd-e.
   Google Scholar
• Royal College of Physicians and Surgeons of Canada. 2015. Milestones and EPAs: practical and manageable teaching and assessment in residency training [online]; [accessed 2015 Oct 12]. http://www.royalcollege.ca/portal/page/portal/rc/canmeds/canmeds2015/milestones.
   Google Scholar
• Scheele F, Teunissen P, Van Luijk S, Heineman E, Fluit L, Mulder H, et al. 2008. Introducing competency-based postgraduate medical education in the Netherlands. Med Teach. 30:248–253.
   PubMed Web of Science ®Google Scholar
• Schumacher DJ, Frintner MP, Cull W. 2017. Resident experiences with the individualized curriculum: current state and future opportunities. Acad Pediatr. 17(5):e8.
   Google Scholar
• Schumacher DJ, West D, Schwartz A, Li S, Millstein L, Griego EC, Turner TL, Herman BE, Englander R, Hemond J, et al. 2020. Longitudinal assessment of resident performance using entrustable professional activities. JAMA Netw Open. 3:e1919316.
   PubMed Web of Science ®Google Scholar
• Scottish Deans’ Medical Curriculum Group. 2011. The Scottish doctor. Edinburgh: The University of Edinburgh.
   Google Scholar
• Suart TN, Hastings A, Katsoulas E, Stockley D, Mackenzie J. 2017. Creating a formal service-oriented curriculum in pre-medical education—the QuARMS experience. J Serv-Learn High Educ. 6:62–74.
   Google Scholar
• Swing SR. 2007. The ACGME outcome project: retrospective and prospective. Med Teach. 29:648–654.
   PubMed Web of Science ®Google Scholar
• Tannenbaum D, Kerr J, Konkin J, Organek A, Parsons E, Saucier D, Shaw L, Walsh A. 2011. Triple C competency-based curriculum. Report of the Working Group on Postgraduate Curriculum Review – Part 1. Mississauga (ON): College of Family Physicians of Canada.
   Google Scholar
• Ten Cate O. 2007. Medical education in the Netherlands. Med Teach. 29(8):752–757.
   PubMed Web of Science ®Google Scholar
• Ten Cate O, Gruppen LD, Kogan JR, Lingard LA, Teunissen PW. 2018. Time-variable training in medicine: theoretical considerations. Acad Med. 93(3S):S6–S11.
   PubMed Web of Science ®Google Scholar
• UC-Davis School of Medicine. 2020. About ACE-PC [online]; [accessed 8 Apr 2020]. https://health.ucdavis.edu/mdprogram/ACE-PC/about.html.
   Google Scholar
• Vaughan D. 2005. Organizational rituals of risk and error. In: Hutter B, Power M, editors. Organizational encounters with risk. Cambridge: Cambridge University Press.
   Google Scholar
• Wackett A, Daroowalla F, Lu WH, Chandran L. 2016. Reforming the 4th-year curriculum as a springboard to graduate medical training: one school’s experiences and lessons learned. Teach Learn Med. 28:192–201.
   PubMed Web of Science ®Google Scholar
• Walling A, Merando A. 2010. The fourth year of medical education: a literature review. Acad Med. 85:1698–1704.
   PubMed Web of Science ®Google Scholar