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Cited by 372Innovations in Medical EducationHealth and Medical EducationCompetency Development and Evaluation

The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.

Advancing competency-based medical education: A charter for clinician–educators.

Carraccio, Carol, Englander, Robert, Van Melle, Elaine, ten Cate, Olle, Lockyer, Jocelyn, Chan, Ming-Ka, Frank, Jason R., Snell, Linda S.·2016·Academic Medicine
DOI 10.1097/acm.0000000000001048
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Abstract

The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. Here, the fundamental principles of CBME and professional responsibilities of medical educators in its implementation process are described. The authors outline three fundamental principles: (1) Medical education must be based on the health needs of the populations served; (2) the primary focus of education and training should be the desired outcomes for learners rather than the structure and process of the educational system; and (3) the formation of a physician should be seamless across the continuum of education, training, and practice.Building on these principles, medical educators must demonstrate commitment to teaching, assessing, and role modeling the range of identified competencies. In the clinical setting, they must provide supervision that balances patient safety with the professional development of learners, being transparent with stakeholders about level of supervision needed. They must use effective and efficient assessment strategies and tools for basing transition decisions on competence rather than time in training, empowering learners to be active participants in their learning and assessment. Finally, advancing CBME requires program evaluation and research, faculty development, and a collaborative approach to realize its full potential.

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  1. 2010, Special issue: Competency-based medical education., Med Teach, 32, 629

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Metadata

Authors
Carraccio, C., Englander, R., Van Melle, E., ten Cate, O., Lockyer, J., Chan, M.-K., Frank, J. R., & Snell, L. S.
Affiliations
  • C. Carracciois vice president, Competency-Based Assessment, American Board of Pediatrics, Chapel Hill, North Carolina.
  • Association of American Medical Colleges (US)
  • E. Van Melleis education researcher, Queen’s University, Kingston, Ontario, Canada, and education scientist, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada.
  • O. ten Cateis professor of medical education and director, Center for Research and Development of Education, University Medical Center, Utrecht, the Netherlands.
  • University of Calgary (CA)
  • University of Manitoba (CA)
  • University of Ottawa (CA)
  • McGill University (CA)
Corresponding author
Carraccio, Carol
ORCID
Venue
Academic Medicine
Publisher
Oxford University Press (OUP)
Published
2016-05
Volume
91
Issue
5
Pages
645-649
ISSN
1040-2446 (ISSN-L)
DOI
10.1097/acm.0000000000001048
OpenAlex
W2332143888
Cited by
372
References
36
Citations by year
2026: 33 · 2025: 31 · 2024: 39 · 2023: 33 · 2022: 39 · 2021: 42 · 2020: 42 · 2019: 43 · 2018: 33 · 2017: 21 · 2016: 13
FWCI
24.58
Type
journal article
Language
en
Open access
closed
Locations
  • Academic Medicine (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Education › Innovations in Medical Education
  • Health Sciences › Health Professions › General Health Professions › Health and Medical Education
  • Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Competency Development and Evaluation
Keywords
competency-based medical education, medical faculty, professional responsibility, clinical supervision, competency assessment, faculty development, program evaluation
MeSH terms
Clinical Competence, Competency-Based Education, Education, Medical, Undergraduate, Faculty, Medical, Humans, Staff Development, United States, Models, Educational

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