The promise, perils, problems and progress of competency‐based medical education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
CONTEXT: Competency-based medical education (CBME) is being adopted wholeheartedly by organisations worldwide in the hope of meeting today's expectations for training a competent doctor. But are we, as medical educators, fulfilling this promise? METHODS: The authors explore, through a personal viewpoint, the problems identified with CBME and the progress made through the development of milestones and entrustable professional activities (EPAs). RESULTS: Proponents of CBME have strong reasons to keep developing and supporting this broad movement in medical education. Critics, however, have legitimate reservations. The authors observe that the recent increase in use of milestones and EPAs can strengthen the purpose of CBME and counter some of the concerns voiced, if properly implemented. CONCLUSIONS: The authors conclude with suggestions for the future and how using EPAs could lead us one step closer to the goals of not only competency-based medical education but also competency-based medical practice.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it