Overarching challenges to the implementation of competency-based medical education.

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.

Reconceptualizing variable rater assessments as both an educational and clinical care problem.

The public is calling for the U.S. health care and medical education system to be accountable for ensuring high-quality, safe, effective, patient-centered care.

Early feedback on the use of the internal medicine reporting milestones in assessment of resident performance.

Background: The educational milestones were designed as a criterion-based framework for assessing resident progression on the 6 Accreditation Council for Graduate Medical Education competencies.

Objective: We obtained feedback on, and assessed the construct validity and perceived feasibility and utility of, draft Internal Medicine Milestones for Patient Care and Systems-Based Practice.

Methods: All participants in our mixed-methods study were members of competency committees in internal medicine residency programs.

Practice-based learning can improve osteoporosis care.

Objectives: To examine physician engagement in practice-based learning using a self-evaluation module to assess and improve their care of individuals with or at risk of osteoporosis.

Design: Retrospective cohort study.

Setting: Internal medicine and subspecialty clinics.

The ABIM's clinical supervision practice improvement module and its effect on faculty's supervisory skills.

Purpose: Inadequate supervision of medical trainees hampers education and patient care. The authors examine the use of the American Board of Internal Medicine's Clinical Supervision Practice Improvement Module (CS-PIM) to determine whether it facilitated and enhanced faculty's skills in direct observation, providing feedback, identifying errors, and auditing medical records.

Method: In this descriptive cohort study, module satisfaction was assessed using a five-point Likert scale.

Competency-based education and training in internal medicine.

Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented.

Competency-based medical education in postgraduate medical education.

With the introduction of Tomorrow's Doctors in 1993, medical education began the transition from a time- and process-based system to a competency-based training framework. Implementing competency-based training in postgraduate medical education poses many challenges but ultimately requires a demonstration that the learner is truly competent to progress in training or to the next phase of a professional career. Making this transition requires change at virtually all levels of postgraduate training.