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Medical Teacher Volume 32, 2010 - Issue 8
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Research Article

Identifying the policy implications of competency-based education

Sarah Taber Royal College of Physicians and Surgeons of Canada,; SARAH TABER, MHA, is the Manager of Educational Strategy, Innovations and Development at the Royal College of Physicians and Surgeons of Canada. Ms. Taber oversees strategic initiatives and major projects related to key policy issues in postgraduate medical education.Correspondence[email protected]
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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.
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Kenneth A. Harris Royal College of Physicians and Surgeons of Canada, University of Ottawa, and University of Western Ontario, Canada; KENNETH A. HARRIS, MD, FRSCS, is Director of Education at the Royal College of Physicians and Surgeons of Canada, has an adjunct appointment with the University of Ottawa, and is Professor Emeritus at the University of Western Ontario.
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Nicholas J. Glasgow Australian National University, Australia; NICHOLAS J. GLASGOW, BHB, MBChB, MD, FRNZCGP, FRACGP, FAChPM, is Dean of Medicine and Health Sciences and Dean of the Medical School at the Australian National University, Canberra, Australia.
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William Iobst American Board of Internal Medicine, and Pennsylvania State University College of 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.
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Martin Talbot University of Sheffield, England; MARTIN TALBOT, MAEd, MEd, FRCP Lond, F Acad M Ed, is a Consultant Physician in Genitourinary Medicine/HIV and Honorary University Reader in Medical Education at the University of Sheffield, England. He is a Senior Fellow of the United Kingdom's Higher Education Academy, an Associate of the Institute of Education, London University, Fellow of the Academy of Medical Educators, and Policy Lead of the Association for the Study of Medical Education, Edinburgh, Scotland. (The views expressed here are not the official views of the ASME).
& For The International CBME Collaborators show all
Pages 687-691 | Published online: 27 Jul 2010
 
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Abstract

At their 2009 consensus conference, the International CBME Collaborators proposed a number of central tenets of CBME in order to advance the field of medical education. Although the proposed conceptualization of CBME offers several advantages and opportunities, including a greater emphasis on outcomes, a mechanism for the promotion of learner-centred curricula, and the potential to move away from time-based training and credentialing in medicine, it is also associated with several significant barriers to adoption. This paper examines the concepts of CBME through a broad educational policy lens, identifying considerations for medical education leaders, health care institutions, and policy-makers at both the meso (program, institutional) and macro (health care system, inter-jurisdictional, and international) levels. Through this analysis, it is clear that CBME is associated with a number of complex challenges and questions, and cannot be considered in isolation from the complex systems in which it functions. Much more work is needed to engage stakeholders in dialogue, to debate the issues, and to identify possible solutions.

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