TY - JOUR
T1 - Faculty development in assessment
T2 - The missing link in competency-based medical education
AU - Holmboe, Eric S.
AU - Ward, Denham S.
AU - Reznick, Richard K.
AU - Katsufrakis, Peter J.
AU - Leslie, Karen M.
AU - Patel, Vimla L.
AU - Ray, Donna D.
AU - Nelson, Elizabeth A.
PY - 2011/4
Y1 - 2011/4
N2 - As the medical education community celebrates the 100th anniversary of the seminal Flexner Report, medical education is once again experiencing significant pressure to transform. Multiple reports from many of medicine;s specialties and external stakeholders highlight the inadequacies of current training models to prepare a physician workforce to meet the needs of an increasingly diverse and aging population. This transformation, driven by competency-based medical education (CBME) principles that emphasize the outcomes, will require more effective evaluation and feedback by faculty.Substantial evidence suggests, however, that current faculty are insufficiently prepared for this task across both the traditional competencies of medical knowledge, clinical skills, and professionalism and the newer competencies of evidence-based practice, quality improvement, interdisciplinary teamwork, and systems. The implication of these observations is that the medical education enterprise urgently needs an international initiative of faculty development around CBME and assessment. In this article, the authors outline the current challenges and provide suggestions on where faculty development efforts should be focused and how such an initiative might be accomplished. The public, patients, and trainees need the medical education enterprise to improve training and outcomes now.
AB - As the medical education community celebrates the 100th anniversary of the seminal Flexner Report, medical education is once again experiencing significant pressure to transform. Multiple reports from many of medicine;s specialties and external stakeholders highlight the inadequacies of current training models to prepare a physician workforce to meet the needs of an increasingly diverse and aging population. This transformation, driven by competency-based medical education (CBME) principles that emphasize the outcomes, will require more effective evaluation and feedback by faculty.Substantial evidence suggests, however, that current faculty are insufficiently prepared for this task across both the traditional competencies of medical knowledge, clinical skills, and professionalism and the newer competencies of evidence-based practice, quality improvement, interdisciplinary teamwork, and systems. The implication of these observations is that the medical education enterprise urgently needs an international initiative of faculty development around CBME and assessment. In this article, the authors outline the current challenges and provide suggestions on where faculty development efforts should be focused and how such an initiative might be accomplished. The public, patients, and trainees need the medical education enterprise to improve training and outcomes now.
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U2 - 10.1097/ACM.0b013e31820cb2a7
DO - 10.1097/ACM.0b013e31820cb2a7
M3 - Article
C2 - 21346509
AN - SCOPUS:79955104983
SN - 1040-2446
VL - 86
SP - 460
EP - 467
JO - Academic Medicine
JF - Academic Medicine
IS - 4
ER -