Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ASCO Annual Meeting 2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress
Clinical Collections
Advances in Alzheimer’s

2024 ASCO Annual Meeting

Keep up to date with all the top stories and latest evidence with our hub page, including official congress videos and expert takeaways.
ADVANCED SEARCH
Log in
Top
Perspectives on Medical Education
Published in: Perspectives on Medical Education 6/2015

Open Access 01-12-2015 | DEBATE IN MEDICAL EDUCATION - PRO

Competency-based education is beneficial for professional development

Author: Cees P.M. van der Vleuten

Published in: Perspectives on Medical Education | Issue 6/2015

Login to get access

Excerpt

  • Competency-based education promotes relevant skills for medical training.
  • Competency-based education promotes better health care.
  • Competency-based education promotes better curriculum governance.
…
Literature
1.
ACGME. ACGME Common Program Requirements. 2013.
2.
Frank JR, Danoff D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 2007;29:642–7.CrossRef
3.
GMC. Good medical practice: working with doctors for patients. 2013.
4.
Lombarts MJMH. Competence-based education misses the essence of the medical profession. Pers Med Ed 2015;4 doi: 10.1007/s40037-015-0233-5.
5.
Schenck D, Churchill L. Healers: Extraordinary clinicians at work. Oxford: Oxford University Press; 2011.
6.
Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010;376:1923–58.CrossRef
7.
Papadakis MA, Teherani A, Banach MA, et al. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med. 2005;353:2673–82.CrossRef
8.
Van Mook WN, Gorter SL, Kieboom W, et al. Poor professionalism identified through investigation of unsolicited healthcare complaints. Post Med J. 2012;88:443–50.CrossRef
9.
Meng C. Discipline-specific or academic? Acquisition, role and value of higher education competencies. Maastricht: PhD Dissertation, University of Maastricht; 2006.
10.
Semeijn JH, Velden Rvd, Heijke H, Vleuten Cvd, Boshuizen HP. Competence indicators in academic education and early labour market success of graduates in health sciences. J Educ Work. 2006;19:383–413.CrossRef
11.
Van den Eertwegh V, Van Dalen J, Van Dulmen S, Van der Vleuten CPM. Residents’ perceived barriers to communication skills learning: comparing two medical working contexts in postgraduate training. Pat Educ Couns. 2014;95:91–7.CrossRef
12.
Van den Eertwegh V, Van der Vleuten C, Stalmeijer R, Dalen J van, Scherpbier A, Van Dulmen S. Exploring residentsʼ communication learning process in the workplace: a five-phase model. PLoS One. 2015;10:e0125958. doi:10.1371.CrossRef
13.
Eva KW. What every teacher needs to know about clinical reasoning. Med Educ. 2004;39:98–106.CrossRef
14.
Prince KJ, Van Eijs PW, Boshuizen HP, Van der Vleuten CP, Scherpbier AJ. General competencies of problem-based learning (PBL) and non-PBL graduates. Med Educ. 2005;39:394–401.CrossRef
15.
Schmidt HG, Van der Molen HT. Self-reported competency ratings of graduates of a problem-based medical curriculum. Acad Med. 2001;76:466–8.CrossRef
16.
Cohen-Schotanus J, Muijtjens AM, Schonrock-Adema J, Geertsma J, Van der Vleuten CP. Effects of conventional and problem-based learning on clinical and general competencies and career development. Med Educ. 2008;42:256–65.CrossRef
17.
Ten Cate O. Entrustability of professional activities and competency-based training. Med Educ. 2005;39:1176–7.CrossRef
18.
Nasca TJ, Philibert I, Brigham T, Flynn TC. The next GME accreditation system—rationale and benefits. N Engl J Med. 2012;366:1051–6.CrossRef
Metadata
Title
Competency-based education is beneficial for professional development
Author
Cees P.M. van der Vleuten
Publication date
01-12-2015
Publisher
Bohn Stafleu van Loghum
Published in
Perspectives on Medical Education / Issue 6/2015
Print ISSN: 2212-2761
Electronic ISSN: 2212-277X
DOI
https://doi.org/10.1007/s40037-015-0232-6

Other articles of this Issue 6/2015

Perspectives on Medical Education 6/2015 Go to the issue

Letter

Foundation years: a time of reflection

Original Article

Student-directed retrieval practice is a predictor of medical licensing examination performance

Commentary

Worked examples in the classroom

Commentary

Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?

DEBATE IN MEDICAL EDUCATION - CONTRA

Competence-based education misses the essence of the medical profession

Show and Tell

‘Becoming a Physician’–medical students get acquainted with disadvantaged populations, and practise sensitive and effective communication