Capturing outcomes of competency-based medical education: The call and the challenge
There is an urgent need to capture the outcomes of the ongoing global implementation of competency-based medical education (CBME). However, the measurement of downstream outcomes following educational innovations, such as CBME is fraught with challenges stemming from the complexities of medical trai...
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| Veröffentlicht in: | Medical teacher 2021-07, Vol.43 (7), p.794-800 |
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| container_title | Medical teacher |
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| creator | Van Melle, Elaine Hall, Andrew K. Schumacher, Daniel J. Kinnear, Benjamin Gruppen, Larry Thoma, Brent Caretta-Weyer, Holly Cooke, Lara J. Frank, Jason R. |
| description | There is an urgent need to capture the outcomes of the ongoing global implementation of competency-based medical education (CBME). However, the measurement of downstream outcomes following educational innovations, such as CBME is fraught with challenges stemming from the complexities of medical training, the breadth and variability of inputs, and the difficulties attributing outcomes to specific educational elements. In this article, we present a logic model for CBME to conceptualize an impact pathway relating to CBME and facilitate outcomes evaluation. We further identify six strategies to mitigate the challenges of outcomes measurement: (1) clearly identify the outcome of interest, (2) distinguish between outputs and outcomes, (3) carefully consider attribution versus contribution, (4) connect outcomes to the fidelity and integrity of implementation, (5) pay attention to unanticipated outcomes, and (6) embrace methodological pluralism. Embracing these challenges, we argue that careful and thoughtful evaluation strategies will move us forward in answering the all-important question: Are the desired outcomes of CBME being achieved? |
| doi_str_mv | 10.1080/0142159X.2021.1925640 |
| format | Article |
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However, the measurement of downstream outcomes following educational innovations, such as CBME is fraught with challenges stemming from the complexities of medical training, the breadth and variability of inputs, and the difficulties attributing outcomes to specific educational elements. In this article, we present a logic model for CBME to conceptualize an impact pathway relating to CBME and facilitate outcomes evaluation. We further identify six strategies to mitigate the challenges of outcomes measurement: (1) clearly identify the outcome of interest, (2) distinguish between outputs and outcomes, (3) carefully consider attribution versus contribution, (4) connect outcomes to the fidelity and integrity of implementation, (5) pay attention to unanticipated outcomes, and (6) embrace methodological pluralism. 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| ispartof | Medical teacher, 2021-07, Vol.43 (7), p.794-800 |
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| source | MEDLINE; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Attribution Competence Competency-Based Education Curriculum Education, Medical Educational Innovation evaluation Fidelity Humans Innovations Instructional Innovation learning outcomes management Measurement Medical education medical education research Morality outcome-based patient management |
| title | Capturing outcomes of competency-based medical education: The call and the challenge |
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