What can regulatory bodies do to help implement competency-based medical education?. (1st December 2020)

• Record Type: Journal Article
• Authors: Nousiainen, Markku; Scheele, Fedde; Hamstra, Stanley J.; Caverzagie, Kelly
• Is Part Of: Medical teacher. Volume 42:Number 12(2020)
• Page Start: 1369
• Page End: 1373
• Publication Date: 2020-12-01
• Subjects: Planning -- outcome-based -- institutional accreditation; Medical education -- Periodicals; 610.711
• DOI: 10.1080/0142159X.2020.1809640
• Languages: English
• ISSNs: 0142-159X

Abstract

Abstract: In response to the numerous challenges resident trainees currently face in their ability to competently acquire the requisite skills, knowledge and attitudes upon graduation, medical educators have looked to a competency-based medical education (CBME) approach as a possible solution. As CBME has already been implemented in many jurisdictions around the world, certain challenges in implementation have been experienced. One important challenge identified relates to how regulatory bodies can either assist or unintentionally hinder implementation. By examining the varied experiences from Canada, the USA and the Netherlands in implementing CBME, this paper identifies how regulatory bodies can support and advance worldwide efforts of furthering its implementation. If regulatory bodies restructure accreditation and regulatory criteria to align with CBME principles, work together in a coordinated fashion to ensure alignment of vital regulatory meaures throughout the training and practice continuum of a physician, and allow for (if not incentivize) individuals and programs to be innovative in adapting CBME to meet their local environments, it is likely that the worldwide implementation of CBME will occur successfully.