Development of a veterinary emergency open standard competency framework using a competency‐based model of medical education

2021 ◽  
Author(s):  
Julie A. Noyes ◽  
Samuel D. Stewart ◽  
Jana P. Gabarro ◽  
Patrick M. Welch
Keyword(s):  
Medical Education ◽  
Competency Framework ◽  
Open Standard ◽  
Competency Based

scholarly journals From prescription to guidance: a European framework for generic competencies

2019 ◽  
Vol 25 (1) ◽  
pp. 173-187 ◽  
Author(s):  
Jessica E. van der Aa ◽  
Anna J. M. Aabakke ◽  
Betina Ristorp Andersen ◽  
Annette Settnes ◽  
Peter Hornnes ◽  
...  
Keyword(s):  
Medical Education ◽  
Change Management ◽  
Postgraduate Medical Education ◽  
Competency Framework ◽  
Competency Based Medical Education ◽  
Generic Competencies ◽  
Obstetrics And Gynaecology ◽  
Competency Based ◽  
Hospital Boards ◽  
Management Theories

Abstract In postgraduate medical education, required competencies are described in detail in existing competency frameworks. This study proposes an alternative strategy for competency-based medical education design, which is supported by change management theories. We demonstrate the value of allowing room for re-invention and creative adaptation of innovations. This new strategy was explored for the development of a new generic competency framework for a harmonised European curriculum in Obstetrics and Gynaecology. The generic competency framework was developed through action research. Data were collected by four European stakeholder groups (patients, nurses, midwives and hospital boards), using a variety of methods. Subsequently, the data were analysed further in consensus discussions with European specialists and trainees in Obstetrics and Gynaecology. These discussions ensured that the framework provides guidance, is specialty-specific, and that implementation in all European countries could be feasible. The presented generic competency framework identifies four domains: ‘Patient-centred care’, ‘Teamwork’, ‘System-based practice’ and ‘Personal and professional development’. For each of these four domains, guiding competencies were defined. The new generic competency framework is supported by European specialists and trainees in Obstetrics and Gynaecology, as well as by their European stakeholders. According to change management theories, it seems vital to allow room for re-invention and creative adaptation of the competency framework by medical professionals. Therefore, the generic competency framework offers guidance rather than prescription. The presented strategy for competency framework development offers leads for implementation of competency-based medical education as well as for development of innovations in postgraduate medical education in general.

scholarly journals Competency based medical education in gastrointestinal motility

2016 ◽  
Vol 28 (10) ◽  
pp. 1460-1464 ◽  
Author(s):  
R. Yadlapati ◽  
R. N. Keswani ◽  
J. E. Pandolfino
Keyword(s):  
Medical Education ◽  
Gastrointestinal Motility ◽  
Competency Based Medical Education ◽  
Competency Based

Competency on Call: Resident Driven Learning Objectives for Competency-Based Medical Education

2020 ◽  
Vol 44 (6) ◽  
pp. 812-813 ◽  
Author(s):  
Bruce Fage ◽  
Tracy Alldred ◽  
Sarah Levitt ◽  
Amanda Abate ◽  
Mark Fefergrad
Keyword(s):  
Medical Education ◽  
Learning Objectives ◽  
Competency Based Medical Education ◽  
Competency Based

scholarly journals The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education

2021 ◽  
Vol 43 (sup2) ◽  
pp. S7-S16
Author(s):  
Kimberly D. Lomis ◽  
George C. Mejicano ◽  
Kelly J. Caverzagie ◽  
Seetha U. Monrad ◽  
Martin Pusic ◽  
...  
Keyword(s):  
Medical Education ◽  
Organizational Culture ◽  
Undergraduate Medical Education ◽  
Critical Role ◽  
Competency Based Education ◽  
Competency Based

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

Implementing competency-based medical education: Moving forward

2017 ◽  
Vol 39 (6) ◽  
pp. 568-573 ◽  
Author(s):  
Jason R. Frank ◽  
Linda Snell ◽  
Robert Englander ◽  
Eric S. Holmboe ◽  
Keyword(s):  
Medical Education ◽  
Competency Based Medical Education ◽  
Competency Based

Postgraduate medical education: The history and development of competency-based training program in Nepal

2021 ◽  
Vol 8 (1) ◽  
pp. 102-112
Author(s):  
Jay Narayan Shah ◽  
Jenifei Shah ◽  
Jesifei Shah ◽  
Ashis Shrestha ◽  
Nabees Man Singh Pradhan
Keyword(s):  
Medical Education ◽  
Healthcare System ◽  
Postgraduate Training ◽  
Core Competencies ◽  
Health Sciences ◽  
Medical Council ◽  
Competency Based Medical Education ◽  
Surgical Workforce ◽  
Competency Based ◽  
Medical Colleges

Nepal is a small, lower-middle-income country; with a population of around 30 million. As per WHO, Nepal has a low doctor-patient ratio (0.7/1000) and even lower specialists (e.g., surgical) workforce (0.003/1000); additionally, data from Nepal Medical Council show the number of postgraduate specialists is 1/3rd of the total registered doctors. The mismatch in the doctor-patient ratio is further aggravated by the overwhelming number of doctors in urban areas; when 80% of the population are in rural Nepal. This inequitable discrepancy in the healthcare system requires: proper training of competent medical graduates, a fair distribution across the country, and effective changes in the healthcare system. Competency-based medical education plays an important role in: standardizing education, training competent doctors, and deploying them where they are needed the most. The Government of Nepal has recently established Medical Education Commission-which plans to oversee the entrance exams; and expand the postgraduate training to be conducted by private hospitals, previously not affiliated with any medical colleges or universities. Historically, Civil Medical School started training compounders and dressers in Nepal in 1934. A big milestone was achieved with the establishment of the Institute of Medicine under Tribhuvan University in 1972, which has continued to train all categories of health manpower needed in the country. In 2006 Nepal Medical Council developed “Regulations for Post-graduate Medical education”. Thereafter, several institutions started providing postgraduate training, for example: the BP Koirala Institute of Health Sciences, Kathmandu University, National Academy of Medical Sciences, and Patan Academy of Health Sciences (PAHS). The PAHS conducts PG programs and post-PG fellowships in line with competency-based medical education. In addition to formative assessments, research thesis, and a publishable article; PAHS requires its trainees to be certified in a pre-set of entrustable professional activities (EPAs) and to master eight Core Competencies domains in: Professionalism, Patient-centered care, Procedural skills, Clinical Reasoning, Communication, Scholarship, Leadership, Community orientation. The number of medical colleges in Nepal has since expanded to 24  (medical 21 and dental colleges 3). Private medical colleges make up about 3/4th of the total medical colleges in Nepal. This makes the inclusion and regulation of more components of the competency-based curriculum in postgraduate training programs, and its monitoring,  somewhat of a challenge.

scholarly journals Competency-based medical education in two Sub-Saharan African medical schools

2014 ◽  
pp. 483 ◽  
Author(s):  
Elsie Kiguli-Malwadde ◽  
Francis Omaswa ◽  
oluwabunmi Olapade-Olaopa ◽  
Sarah Kiguli ◽  
Candice Chen ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
Competency Based Medical Education ◽  
Competency Based ◽  
Sub Saharan

scholarly journals Competency-based medical education: Relevance to psychiatry

2021 ◽  
Vol 63 (2) ◽  
pp. 189
Author(s):  
Sujata Sethi ◽  
Dinesh Kataria ◽  
Vivek Srivastava
Keyword(s):  
Medical Education ◽  
Competency Based Medical Education ◽  
Competency Based
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