Flexner’s report of 1910 established the model of medical education that most medical
schools in North America offer today.
1
Although medical education reform has been a recurrent subject in the literature,
very little has changed on how we train medical students and residents over the years.
Societal needs and expectations of physicians are changing, and gaps in the medical
education system are becoming apparent. The latest report in Canada suggests improving
this system by adopting clear educational outcomes, as well as flexible and individualized
learning processes that will enable physicians to adapt to complex settings, accommodate
a broad scope of social needs and work in intra- and interprofessional teams.
2
A new outcomes-based educational model, called competency-based medical education
(CBME) is now emerging in medical education, in which the learner has to develop functional
capabilities to become a successful practitioner.
1
Supporters of this outcomes-based model suggest that it might be the answer to the
need for changes advocated in the Canadian report on medical education.
2
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References
- Medical education in the United States and Canada. From the Carnegie Foundation for the Advancement of Teaching, Bulletin Number Four, 1910.Bull World Health Organ. 2002; 80: 594-602
- The Future of Medical Education in Canada: A Collective Vision for MD Education. Association of Faculties of Medicine of Canada, Ottawa2009
- A tea-steeping or i-Doc model for medical education?.Acad Med. 2010; 85: S34-S44
- Competency-based medical education: theory to practice.Med Teach. 2010; 32: 638-645
- Toward a shared language for competency-based medical education.Med Teach. 2017; 39: 582-587
- Entrustable Professional Activities for Adult Cardiology. The Royal College of Physicians and Surgeons of Canada, Ottawa2019
- Advancing competency-based medical education: a charter for clinician–educators.Acad Med. 2016; 91: 645-649
- Towards competency-based medical education in neurostimulation [e-pub ahead of print]. Acad Psychiatry.https://doi.org/10.1007/s40596-020-01195-z(accessed August 20, 2020)
Article info
Footnotes
See page 1561 for disclosure information.
The document that outlines entrustable professional activities, milestones, and domains of competence was developed by the Royal College of Physicians and Surgeons of Canada, with the plan for formal implementation of competency-based medical education across adult cardiology residency training programs in July 2020. This launch has been delayed because of the coronavirus disease pandemic. Some programs might still move forward informally to introduce the competency-based medical education framework and concepts to their current curriculum in preparation for the formal launch.
