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

The Continuing Medical Education (CME) is one of the forms of post-diploma medical specialists’ education, is gradually becoming a standard in Russia. The article focuses on CME practices in various countries, as much as ways of its development or alternatives. The article observes the established CME systems and emphases the complex Continuing Professional Development (CPD) as far as successful examples of CME absence. Some changes in traditional CME/CPD formats are described. The most actual problems of the nowadays CME are pointed out. The examples of Japan, Iran, and Germany are illustrating how the effectiveness issue has stated and solved. The main directions of CME development are as following: competency-based approach, feedback wide usage, non-standard learning formats, unified system of accreditation.

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Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment

Family Medicine ◽

10.22454/fammed.2021.453158 ◽

2021 ◽

Vol 53 (1) ◽

pp. 9-22

Author(s):

Natalia Danilovich ◽

Simon Kitto ◽

David W. Price ◽

Craig Campbell ◽

Amanda Hodgson ◽

...

Keyword(s):

Medical Education ◽

Family Medicine ◽

Thematic Analysis ◽

Evaluation Studies ◽

Continuing Professional Development ◽

Assessment Methods ◽

Integrated System ◽

Narrative Review ◽

Competency Based Medical Education ◽

Competency Based

Background and Objectives: The implementation of effective competency-based medical education (CBME) relies on building a coherent and integrated system of assessment across the continuum of training to practice. As such, the developmental progression of competencies must be assessed at all stages of the learning process, including continuing professional development (CPD). Yet, much of the recent discussion revolves mostly around residency programs. The purpose of this review is to synthesize the findings of studies spanning the last 2 decades that examined competency-based assessment methods used in family medicine residency and CPD, and to identify gaps in their current practices. Methods: We adopted a modified form of narrative review and searched five online databases and the gray literature for articles published between 2000 and 2020. Data analysis involved mixed methods including quantitative frequency analysis and qualitative thematic analysis. Results: Thirty-seven studies met inclusion criteria. Fourteen were formal evaluation studies that focused on the outcome and impact evaluation of assessment methods. Articles that focused on formative assessment were prevalent. The most common levels of educational outcomes were performance and competence. There were few studies on CBME assessment among practicing family physicians. Thematic analysis of the literature identified several challenges the family medicine educational community faces with CBME assessment. Conclusions: We recommend that those involved in health education systematically evaluate and publish their CBME activities, including assessment-related content and evaluations. The highlighted themes may offer insights into ways in which current CBME assessment practices might be improved to align with efforts to improve health care.’

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Implementing Competency-Based Medical Education in Family Medicine: A Scoping Review on Residency Programs and Family Practices in Canada and the United States

Family Medicine ◽

10.22454/fammed.2020.594402 ◽

2020 ◽

Vol 52 (4) ◽

pp. 246-254

Author(s):

Craig Campbell ◽

Paul Hendry ◽

Dianne Delva ◽

Natalia Danilovich ◽

Simon Kitto

Keyword(s):

Medical Education ◽

Family Medicine ◽

Scoping Review ◽

Continuing Professional Development ◽

The United States ◽

Competency Based Medical Education ◽

The North ◽

Online Databases ◽

Competency Based ◽

Pattern Of Implementation

BACKGROUND AND OBJECTIVES: While family medicine has been one of the first specialties to implement competency-based medical education (CBME) in residency, the nature and level of its integration with continuing professional development (CPD) is neither well understood nor well studied. The purpose of this review was to examine the current state of CBME implementation in family medicine residency and CPD programs in the North American education literature, with the aim of identifying implementation concepts and strategies that are generalizable to other medical settings to inform the design and implementation of residency training and CPD. METHODS: Using an Arksey and O’Malley six-step framework, we searched five online databases and the gray literature over the period between January 2000 through April 2017. We included full-text articles that focused on the key words CBME, residency, CPD, and family medicine. RESULTS: Of the articles reviewed, 37 met the inclusion criteria and were selected for full review. Eighty six percent of included articles focused on foundation elements related to designing competency-based curriculum and assessment strategies rather than program evaluation or other outcome measures. Only 19% of the articles were related to CPD that focused only on the implementation at the program and/or institution/organization levels. CONCLUSIONS: Given that the implementation of CBME is in its relative infancy, the pattern of implementation activities described in this scoping review reflected a limited focus on a broad range of issues related to fidelity of implementation of this complex intervention.

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