This summer, the ICBME Collaborators contributed to a International Competency-Based Medical Education Special Issue of Medical Teacher.
Several sub groups of ICBME Collaborators banded together to draft 12 articles on various CBME topics, ranging from growth mindset to taxonomy, and next steps for CBME in the wake of the COVID-19 pandemic.
You can find all of these articles in Volume 43, Issue 7 of Medical Teacher (2021) or click on the titles to access a specific article. A list of the complete references is available for download at the end of the post.
Further on the journey in a complex adaptive system: Elaborating CBME by @drjfrank et al.
Clarifying essential terminology in entrustment by @DrDanSchumacher et al.
Twelve tips for learners to succeed in a CBME program by @JenaHall1 et al.
Growth mindset in competency-based medical education by @DrDenyseR et al.
Key considerations in planning and designing programmatic assessment in competency-based medical education by @S_RossUofA et al.
Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees by @TChanMD et al.
If we could turn back time: Imagining time-variable, competency-based medical education in the context of COVID-19 by @holly_cw et al.
On the validity of summative entrustment decisions by @Drctouchie et al.
Outcomes of competency-based medical education: A taxonomy for shared language by @AKHallMD et al
Capturing outcomes of competency-based medical education: The call and the challenge by @elainevanmelle et al.
Becoming a deliberately developmental organization: Using competency based assessment data for organizational development by @Brent_Thoma et al.
Competency-based time-variable training internationally: Ensuring practical next steps in the wake of the COVID-19 pandemic Clarifying essential terminology in entrustment by @DrDanSchumacher et al.
Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education? by @olletencate et al.
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