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United States: by the Association of American Medical Colleges
Erscheinungsjahr
2019
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
PURPOSEThe rapid adoption of competency-based medical education (CBME) provides an unprecedented opportunity to study implementation. Examining “fidelity of implementation”—that is, whether CBME is being implemented as intended—is hampered, however, by the lack of a common framework. This article details the development of such a framework.
METHODA two-step method was used. First, a perspective indicating how CBME is intended to bring about change was described. Accordingly, core components were identified. Drawing from the literature, the core components were organized into a draft framework. Using a modified Delphi approach, the second step examined consensus amongst an international group of experts in CBME.
RESULTSTwo different viewpoints describing how a CBME program can bring about change were foundproduction and reform. Because the reform model was most consistent with the characterization of CBME as a transformative innovation, this perspective was used to create a draft framework. Following the Delphi process, five core components of CBME curricula were identifiedoutcome competencies, sequenced progression, tailored learning experiences, competency-focused instruction, and programmatic assessment. With some modification in wording, consensus emerged amongst the panel of international experts.
CONCLUSIONSTypically, implementation evaluation relies on the creation of a specific checklist of practices. Given the ongoing evolution and complexity of CBME, this work, however, focused on identifying core components. Consistent with recent developments in program evaluation, where implementation is described as a developmental trajectory toward fidelity, identifying core components is presented as a fundamental first step toward gaining a more sophisticated understanding of implementation.