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https://www.readbyqxmd.com/read/28611893/academic-primer-series-key-papers-about-competency-based-medical-education
#1
Robert Cooney, Teresa M Chan, Michael Gottlieb, Michael Abraham, Sylvia Alden, Jillian Mongelluzzo, Michael Pasirstein, Jonathan Sherbino
INTRODUCTION: Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. METHODS: Based on the online discussions of the 2016-2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed...
June 2017: Western Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28598749/changing-the-culture-of-medical-training-an-important-step-toward-the-implementation-of-competency-based-medical-education
#2
Peter C Ferguson, Kelly J Caverzagie, Markku T Nousiainen, Linda Snell
OBJECTIVE: The current medical education system is steeped in tradition and has been shaped by many long-held beliefs and convictions about the essential components of training. The objective of this article is to propose initiatives to overcome biases against competency-based medical education (CBME) in the culture of medical education. MATERIALS AND METHODS: At a retreat of the International Competency Based Medical Education (ICBME) Collaborators group, an intensive brainstorming session was held to determine potential barriers to adoption of CBME in the culture of medical education...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598748/implementing-competency-based-medical-education-what-changes-in-curricular-structure-and-processes-are-needed
#3
Markku T Nousiainen, Kelly J Caverzagie, Peter C Ferguson, Jason R Frank
Medical educators must prepare for a number of challenges when they decide to implement a competency-based curriculum. Many of these challenges will pertain to three key aspects of implementation: organizing the structural changes that will be necessary to deliver new curricula and methods of assessment; modifying the processes of teaching and evaluation; and helping to change the culture of education so that the CBME paradigm gains acceptance. This paper focuses on nine key considerations that will support positive change in first two of these areas...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598747/overarching-challenges-to-the-implementation-of-competency-based-medical-education
#4
Kelly J Caverzagie, Markku T Nousiainen, Peter C Ferguson, Olle Ten Cate, Shelley Ross, Kenneth A Harris, Jamiu Busari, M Dylan Bould, Jacques Bouchard, William F Iobst, Carol Carraccio, Jason R Frank
Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges. This manuscript describes four overarching challenges that must be confronted by medical educators worldwide in the implementation of CBME: (1) the need to align all regulatory stakeholders in order to facilitate the optimization of training programs and learning environments so that they support competency-based progression; (2) the purposeful integration of efforts to redesign both medical education and the delivery of clinical care; (3) the need to establish expected outcomes for individuals, programs, training institutions, and health care systems so that performance can be measured; and (4) the need to establish a culture of mutual accountability for the achievement of these defined outcomes...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598746/core-principles-of-assessment-in-competency-based-medical-education
#5
Jocelyn Lockyer, Carol Carraccio, Ming-Ka Chan, Danielle Hart, Sydney Smee, Claire Touchie, Eric S Holmboe, Jason R Frank
The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop faculty competence in assessment; and to ensure that relationships between the givers and receivers of feedback are appropriate...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598743/implementing-competency-based-medical-education-moving-forward
#6
Jason R Frank, Linda Snell, Robert Englander, Eric S Holmboe
For more than 60 years, competency-based education has been proposed as an approach to education in many disciplines. In medical education, interest in CBME has grown dramatically in the last decade. This editorial introduces a series of papers that resulted from summits held in 2013 and 2016 by the International CBME Collaborators, a scholarly network whose members are interested in developing competency-based approaches to preparing the next generation of health professionals. An overview of the papers is given, as well as a summary of landmarks in the conceptual evolution and implementation of CBME...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598742/a-call-to-action-the-controversy-of-and-rationale-for-competency-based-medical-education
#7
Eric S Holmboe, Jonathan Sherbino, Robert Englander, Linda Snell, Jason R Frank
Although medical education has enjoyed many successes over the last century, there is a recognition that health care is too often unsafe and of poor quality. Errors in diagnosis and treatment, communication breakdowns, poor care coordination, inappropriate use of tests and procedures, and dysfunctional collaboration harm patients and families around the world. These issues reflect on our current model of medical education and raise the question: Are physicians being adequately prepared for twenty-first century practice? Multiple reports have concluded the answer is "no...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598741/toward-a-research-agenda-for-competency-based-medical-education
#8
Larry Gruppen, Jason R Frank, Jocelyn Lockyer, Shelley Ross, M Dylan Bould, Peter Harris, Farhan Bhanji, Brian D Hodges, Linda Snell, Olle Ten Cate
Competency-based medical education (CBME) is both an educational philosophy and an approach to educational design. CBME has already had a broad impact on medical schools, residency programs, and continuing professional development in health professions around the world. As the CBME movement evolves and CBME programs are implemented, a wide range of emerging research questions will warrant scholarly examination. In this paper, we describe a proposed CBME research agenda developed by the International CBME Collaborators...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598739/toward-a-shared-language-for-competency-based-medical-education
#9
Robert Englander, Jason R Frank, Carol Carraccio, Jonathan Sherbino, Shelley Ross, Linda Snell
The paradigm shift brought about by the advent of competency-based medical education (CBME) can be characterized as an adaptive change. Currently, its development and implementation suffer from the lack of a lingua franca. A shared language is needed to support collaboration and dissemination across the world community of medical educators. The International CBME Collaborators held a second summit in 2013 to explore this and other contemporary CBME issues. We present the resulting International CBME Collaborator's glossary of CBME terms...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598738/competency-based-medical-education-and-continuing-professional-development-a-conceptualization-for-change
#10
Jocelyn Lockyer, Ford Bursey, Denyse Richardson, Jason R Frank, Linda Snell, Craig Campbell
Competency-based medical education (CBME) is as important in continuing professional development (CPD) as at any other stage of a physician's career. Principles of CBME have the potential to revolutionize CPD. Transitioning to CBME-based CPD will require a cultural change to gain commitment from physicians, their employers and institutions, CPD providers, professional organizations, and medical regulators. It will require learning to be aligned with professional and workplace standards. Practitioners will need to develop the expertise to systematically examine their own clinical performance data, identify performance improvement opportunities and possibilities, and develop a plan to address areas of concern...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598736/evolving-concepts-of-assessment-in-a-competency-based-world
#11
Peter Harris, Farhan Bhanji, Maureen Topps, Shelley Ross, Steven Lieberman, Jason R Frank, Linda Snell, Jonathan Sherbino
Competency-based medical education (CBME) is an approach to the design of educational systems or curricula that focuses on graduate abilities or competencies. It has been adopted in many jurisdictions, and in recent years an explosion of publications has examined its implementation and provided a critique of the approach. Assessment in a CBME context is often based on observations or judgments about an individual's level of expertise; it emphasizes frequent, direct observation of performance along with constructive and timely feedback to ensure that learners, including clinicians, have the expertise they need to perform entrusted tasks...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28557934/using-contribution-analysis-to-evaluate-competency-based-medical-education-programs-it-s-all-about-rigor-in-thinking
#12
Elaine Van Melle, Larry Gruppen, Eric S Holmboe, Leslie Flynn, Ivy Oandasan, Jason R Frank
Competency-based medical education (CBME) aims to bring about the sequential acquisition of competencies required for practice. Although it is being adopted in centers of medical education around the globe, there is little evidence concerning whether, in comparison with traditional methods, CBME produces physicians who are better prepared for the practice environment and contributes to improved patient outcomes. Consequently, the authors, an international group of collaborators, wrote this article to provide guidance regarding the evaluation of CBME programs...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28534277/how-do-small-groups-make-decisions-a-theoretical-framework-to-inform-the-implementation-and-study-of-clinical-competency-committees
#13
Saad Chahine, Sayra Cristancho, Jessica Padgett, Lorelei Lingard
In the competency-based medical education (CBME) approach, clinical competency committees are responsible for making decisions about trainees' competence. However, we currently lack a theoretical model for group decision-making to inform this emerging assessment phenomenon. This paper proposes an organizing framework to study and guide the decision-making processes of clinical competency committees.This is an explanatory, non-exhaustive review, tailored to identify relevant theoretical and evidence-based papers related to small group decision-making...
May 22, 2017: Perspectives on Medical Education
https://www.readbyqxmd.com/read/28460606/the-relevance-and-role-of-homestays-in-medical-education-a-scoping-study
#14
Bonnie Olivia Hughes, Mosa Moshabela, Jenni Owen, Bernhard Gaede
BACKGROUND: The community-based medical education curriculum is growing in popularity as a strategy to bring universal health coverage to underserved communities by providing medical students with hands-on training in primary health care. Accommodation and immersion of medical students within the community will become increasingly important to the success of community-based curricula. In the context of tourism, homestays, where local families host guests, have shown to provide an immersive accommodation experience...
2017: Medical Education Online
https://www.readbyqxmd.com/read/28306682/training-future-anesthesiologists-in-obstetric-care
#15
Mauricio Vasco Ramírez
PURPOSE OF REVIEW: In order for the obstetric anesthesiologist to become a true perioperative / peripartum physician, a change in formative programs and certification process in anesthesia are needed. RECENT FINDINGS: Anesthesia training programs are migrating to competency based medical education (CBME) worldwide. The traditional model of attending lectures, grand rounds, reading textbooks and journal papers should be complemented by virtual modalities such as massive open online courses or online teaching tools...
June 2017: Current Opinion in Anaesthesiology
https://www.readbyqxmd.com/read/28031599/competency-based-medical-education-an-overview-and-application-in-pharmacology
#16
REVIEW
Nilima Shah, Chetna Desai, Gokul Jorwekar, Dinesh Badyal, Tejinder Singh
Competency-based medical education (CBME) is gaining momentum across the globe. The Medical Council of India has described the basic competencies required of an Indian Medical Graduate and designed a competency-based module on attitudes and communication. Widespread adoption of a competency-based approach would mean a paradigm shift in the current approach to medical education. CBME, hence, needs to be reviewed for its usefulness and limitations in the Indian context. This article describes the rationale of CBME and provides an overview of its components, i...
October 2016: Indian Journal of Pharmacology
https://www.readbyqxmd.com/read/27896549/embryonal-rhabdomyosarcoma-in-a-patient-with-a-heterozygous-frameshift-variant-in-the-dicer1-gene-and-additional-manifestations-of-the-dicer1-syndrome
#17
Julia Fremerey, Stefan Balzer, Triantafyllia Brozou, Joerg Schaper, Arndt Borkhardt, Michaela Kuhlen
Germline mutations in the DICER1 gene are associated with an inherited cancer predisposition syndrome also known as the DICER1-syndrome, which is implicated in a broad range of tumors including pleuropulmonary blastoma, ovarian Sertoli-Leydig cell tumors, ciliary body medulloepithelioma (CBME), pituitary blastoma, embryonal rhabdomyosarcoma (eRMS), anaplastic renal sarcoma as well as ocular, sinonasal tumors ovarian sex-cord tumors, thyroid neoplasia and cystic nephroma. This study describes a novel, heterozygous frameshift DICER1 mutation in a patient, who is affected by different tumors of the DICER1-syndrome, including eRMS, CBME and suspected pleuropulmonary blastoma type I...
November 28, 2016: Familial Cancer
https://www.readbyqxmd.com/read/27754613/otolaryngology-residency-education-a-scoping-review-on-the-shift-towards-competency-based-medical-education
#18
N Wagner, C Fahim, K Dunn, D Reid, R R Sonnadara
BACKGROUND: Residency training programmes worldwide are experiencing a shift from the traditional time-based curriculum to competency-based medical education (CBME), due to changes in the healthcare system that have impacted clinical learning opportunities. Otolaryngology-Head and Neck Surgery (OTL-HNS) programmes are one of the first North American surgical specialties to adopt the new CBME curriculum. OBJECTIVE OF REVIEW: The purpose of this scoping review is to examine the literature pertaining to CBME in OTL-HNS programmes worldwide, to identify the tools that have been developed and identify potential barriers to the implementation of CBME...
June 2017: Clinical Otolaryngology
https://www.readbyqxmd.com/read/27694584/resident-education-in-orthopaedic-trauma-the-future-role-of-competency-based-medical-education
#19
REVIEW
M T Nousiainen, S A McQueen, J Hall, W Kraemer, P Ferguson, J L Marsh, R R Reznick, M R Reed, R Sonnadara
As residency training programmes around the globe move towards competency-based medical education (CBME), there is a need to review current teaching and assessment practices as they relate to education in orthopaedic trauma. Assessment is the cornerstone of CBME, as it not only helps to determine when a trainee is fit to practice independently, but it also provides feedback on performance and guides the development of competence. Although a standardised core knowledge base for trauma care has been developed by the leading national accreditation bodies and international agencies that teach and perform research in orthopaedic trauma, educators have not yet established optimal methods for assessing trainees' performance in managing orthopaedic trauma patients...
October 2016: Bone & Joint Journal
https://www.readbyqxmd.com/read/27646528/preparing-anesthesiology-faculty-for-competency-based-medical-education
#20
Amy B Fraser, Emma J Stodel, Robert Jee, Daniel A Dubois, Alan J Chaput
PURPOSE: Competency-based medical education (CBME) is quickly becoming the dominant organizing principle for medical residency programs. As CBME requires changes in the way medical education is delivered, faculty will need to acquire new skills in teaching and assessment in order to navigate the transition. In this paper, we examine the evidence supporting best practices in faculty development, propose strategies for faculty development for CBME-based residency programs, and discuss the results of faculty development initiatives at the pioneering anesthesia CBME residency program at the University of Ottawa...
December 2016: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
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