University of New South Wales, Australia.
Med Teach. 2010;32(8):646-50. doi: 10.3109/0142159X.2010.500703.
Changes in educational thinking and in medical program accreditation provide an opportunity to reconsider approaches to undergraduate medical education. Current developments in competency-based medical education (CBME), in particular, present both possibilities and challenges for undergraduate programs. CBME does not specify particular learning strategies or formats, but rather provides a clear description of intended outcomes. This approach has the potential to yield authentic curricula for medical practice and to provide a seamless linkage between all stages of lifelong learning. At the same time, the implementation of CBME in undergraduate education poses challenges for curriculum design, student assessment practices, teacher preparation, and systemic institutional change, all of which have implications for student learning. Some of the challenges of CBME are similar to those that can arise in the implementation of any integrated program, while others are specific to the adoption of outcome frameworks as an organizing principle for curriculum design. This article reviews a number of issues raised by CBME in the context of undergraduate programs and provides examples of best practices that might help to address these issues.
教育思想和医学专业课程认证的变化为重新思考本科医学教育方法提供了契机。以能力为基础的医学教育（CBME）的当前发展，尤其是为本科课程带来了可能性和挑战。CBME 并未指定特定的学习策略或模式，而是对预期结果进行了明确的描述。这种方法有可能为医学实践生成真实的课程，并为终身学习的所有阶段提供无缝链接。同时，在本科教育中实施 CBME 给课程设计、学生评估实践、教师准备和系统的机构变革带来了挑战，所有这些都对学生的学习产生影响。CBME 面临的一些挑战与任何综合课程实施过程中可能出现的挑战相似，而另一些则是采用成果框架作为课程设计组织原则所特有的。本文在本科课程的背景下探讨了 CBME 提出的若干问题，并提供了一些最佳实践的示例，这些示例可能有助于解决这些问题。
