Navigating the Competency Revolution in Medical Education
Notice bibliographique
Résumé
The Flexner Report in 1910 is considered as the first major milestone in medical education, where the quality of graduates and their training was given a priority; it also marked the beginning of a system-based medical education. Since 1910, there has been a slow update of the medical education system components till the recent change to Competency-Based Medical Education (CBME) in the last 10 years. For over 100 years, the system was mainly a time-based system that used time to meet certain goals and objectives, which were not necessarily outcome-based and relied mainly on summative assessments to assess competency. The CBME, with the introduction of entrustable professional activities (EPAs) and milestones, has clearly identified the major competencies that are required for all graduates to meet before graduating, regardless of time; nevertheless, time is still used as a resource to achieve them. The major implementation of CBME started in Canadian and American postgraduate training programs and was later adopted by their medical schools. The concept of CBME brought new ideas to the medical education system, such as more focus on the number and type of learner assessments in different contexts, a more thorough decision-making process through the creation of competence committees, and a shift toward more learner-driven training. The critical link between abstract competencies and clinical practice is provided by EPAs, which are specific, professional tasks that a trainee can be fully entrusted to perform unsupervised after demonstrating the necessary competence. National frameworks, such as the Association of American Medical Colleges (AAMC) Core EPAs, have been developed to standardize this approach and prepare graduates for residency. Despite the benefits, implementing CBME and EPAs faces several challenges. These include faculty resistance and resource intensity, as well as the risk of “assessment fatigue” and “conceptual dilution,” where the term EPA is misapplied. The current and future direction of medical education will mainly focus on overcoming these issues through focused faculty development, optimized assessment systems, and a commitment to standardized definitions, all of which are essential to fully realize the potential of CBME in producing competent, practice-ready physicians. In addition, the medical education society will continue to develop and work on fully implementing the concept of master adaptive learners.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,041 | 0,037 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,002 |
| Études des sciences et des technologies | 0,006 | 0,039 |
| Communication savante | 0,014 | 0,024 |
| Science ouverte | 0,002 | 0,019 |
| Intégrité de la recherche | 0,011 | 0,021 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».