Brooks Michael A
Department of Radiology, University of Kentucky, 800 Rose Street, HX-315C, Lexington, KY 40536-0293, USA.
Perspect Biol Med. 2009 Winter;52(1):90-102. doi: 10.1353/pbm.0.0068.
Those who educate medical students and physicians work in a world suffused with the concept of competency. This article examines the intellectual origins and hidden assumptions of this concept and argues that it is an inadequate, and even harmful, concept to use as a guiding motif for professional education. The competency model-which tends to be top-down and prescriptive-does not provide the framework for objective educational assessment that it claims to provide. The alternative apprenticeship model is more appropriate for professional education and is more consistent with what psychological research has shown about the acquisition of expertise.
那些教育医学生和医生的人工作在一个充斥着能力概念的世界里。本文审视了这一概念的知识起源和隐含假设，并认为将其作为专业教育的指导主题是一个不充分甚至有害的概念。能力模型——往往是自上而下且具有规定性的——并未提供它所宣称能提供的客观教育评估框架。替代性的学徒制模型更适合专业教育，并且与心理学研究中关于专业技能习得的结果更为一致。
