AI Article Synopsis
- Competency-based medical education (CBME) is widely used in undergraduate and postgraduate medical training, but its effectiveness in continuing professional development (CPD) is currently being debated.
- Some key differences between CPD and graduate medical education are explored, including the significance of competence vs. performance and existing criticisms of CBME.
- The text argues that CPD aligns better with performance-based education, a heutagogical approach emphasizing capabilities over competencies, and a post-modern philosophical perspective.
Article Abstract
Competency based medical education (CBME) has become the default for undergraduate and post-graduate medical education (PGME) but its role in continuing professional development (CPD) is under discussion. Some critical differences between CPD and PGME are identified and these differences applied to: the relative roles of competence and performance; existing criticisms of CBME; heutagogy as a learning theory; and post-modernism as an underlying philosophical perspective. The argument is made that the characteristics of CPD fit with performance based medical education, a heutagogical learning theory, a focus on capabilities, rather than competencies; and a post-modern perspective.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1080/0142159X.2017.1401219 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!