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The promise of competency-based education in the health professions for improving global health
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Competency-based education (CBE) provides a useful alternative to time-based models for preparing health professionals and constructing educational programs. We describe the concept of 'competence' and 'competencies' as well as the critical curricular implications that derive from a focus on 'competence' rather than 'time'. These implications include: defining educational outcomes, developing individualized learning pathways, setting standards, and the centrality of valid assessment so as to reflect stakeholder priorities. We also highlight four challenges to implementing CBE: identifying the health needs of the community, defining competencies, developing self-regulated and flexible learning options, and assessing learners for competence. While CBE has been a prominent focus of educational reform in resource-rich countries, we believe it has even more potential to align educational programs with health system priorities in more resource-limited settings. Because CBE begins with a careful consideration of the competencies desired in the health professional workforce to address health care priorities, it provides a vehicle for integrating the health needs of the country with the values of the profession.
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“The implementation of OSCE-style assessment demonstrates strong alignment with competency-based education (CBE) frameworks, which emphasise demonstration of specific, measurable skills rather than written articulation [29,30].”
From Clinical assessment meets laboratory science: adapting OSCE methodology for authentic biosciences evaluation in the age of generative AI (2025) · cites this paper as [30]
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“The implementation of OSCE-style assessment demonstrates strong alignment with competency-based education (CBE) frameworks, which emphasise demonstration of specific, measurable skills rather than written articulation [29,30].”
Assessment of clinical pharmacology and competence during medicine clerkships
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Metadata
- Authors
- Gruppen, L. D., Mangrulkar, R. S., & Kolars, J. C.
- Affiliations
- University of Michigan (US)
- Corresponding author
- Gruppen, Larry D
- Venue
- Human Resources for Health
- Published
- 2012-11-16
- Volume
- 10
- Issue
- 1
- Pages
- 43-43
- ISSN
- 1478-4491 (ISSN-L)
- PMC
- PMC3543172
- OpenAlex
- W2150618433
- Cited by
- 356
- References
- 25
- Citations by year
- 2026: 40 · 2025: 32 · 2024: 46 · 2023: 31 · 2022: 23 · 2021: 32 · 2020: 30 · 2019: 20 · 2018: 31 · 2017: 15 · 2016: 15 · 2015: 15 · 2014: 12 · 2013: 14
- FWCI
- 12.67
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Human Resources for Health (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Deep Blue (University of Michigan) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- 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 education, health professions education, global health, competency definition, curriculum development, educational outcomes, competency assessment, student self-regulation, resource-limited settings, health workforce development, educational reform
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