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.
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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“Two recently implemented initiatives in medical education, competencybased medical education (CBME) [9][10][11] and programmatic assessment of learners, 12 have the potential to improve the practice of feedback by promoting frequent observation of learners, feedback conversations, and coaching for improvement.”
From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [9]
In the citing paper
“Coaching is developmental, and philosophically it moves feedback away from its historic tie to assessment and moves it closer to learning.9,15,16”
From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [9]
In the citing paper
“Foundationally, the principles of programmatic assessment and CBME direct our attention to actively engaging learners in their assessment, feedback, and development activities.9,13,15”
From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [9]
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Cites
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Carraccio, C. L., Wolfsthal, S. D., Englander, R., Ferentz, K. S., & Martin, C. (2002) · Academic Medicine · doi:10.1097/00001888-200205000-00003 · Cited by 979
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An admissions OSCE: the multiple mini-interview
Eva, K. W., Rosenfeld, J., Reiter, H. I., & Norman, G. R. (2004) · Medical Education · doi:10.1046/j.1365-2923.2004.01776.x · Cited by 617
Research works printed but not linked: 1
- 2010, Special issue: Competency-based medical education., Med Teach, 32, 629
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Melle, E. V., Frank, J. R., Holmboe, E. S., Dagnone, D., Stockley, D. B., & Sherbino, J. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002743 · Cited by 456
Core Competencies in Evidence-Based Practice for Health Professionals
Albarqouni, L., Hoffmann, T., Straus, S. E., Olsen, N. R., Young, T., Ilić, D., Shaneyfelt, T. M., Haynes, R. B., Guyatt, G. H., & Glasziou, P. (2018) · JAMA Network Open · doi:10.1001/jamanetworkopen.2018.0281 · Cited by 463
A call to action: The controversy of and rationale for competency-based medical education
Holmboe, E. S., Sherbino, J., Englander, R., Snell, L. S., Frank, J. R., & Collaborators, O. B. O. T. I. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1315067 · Cited by 276
“The question brings us back to where we started: the primary goal of medical education is to prepare a health professions workforce that can meet the needs of patients and populations (McGaghie et al. 1978; IOM 2003; Frenk et al. 2010; Eva et al. 2013; Carraccio et al. 2016).”
BackgroundThe promise, perils, problems and progress of competency‐based medical education
Touchie, C., & ten Cate, O. (2015) · Medical Education · doi:10.1111/medu.12839 · Cited by 229
Implementing competency-based medical education: Moving forward
Frank, J. R., Snell, L. S., Englander, R., Holmboe, E. S., & Collaborators, O. B. O. T. I. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1315069 · Cited by 220
“In a paper on entrustment decision-making, ten Cate et al. (2016) describe the process of making entrustment decisions in clinical training, outline varied modes of trust, and discuss the factors that lead to entrustment.”
Influential
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
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2016-05
- Volume
- 91
- Issue
- 5
- Pages
- 645-649
- ISSN
- 1040-2446 (ISSN-L)
- 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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