American Board of Internal Medicine, Philadelphia, Pennsylvania 19106, USA.
Acad Med. 2011 Apr;86(4):460-7. doi: 10.1097/ACM.0b013e31820cb2a7.
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.
随着医学教育界庆祝开创性的 Flexner 报告发表 100 周年，医学教育再次面临重大转型压力。来自医学多个专业和外部利益相关者的多份报告强调了当前培训模式的不足，无法为满足日益多样化和老龄化人口的需求做好准备。这种转型由基于能力的医学教育 (CBME) 原则驱动，强调结果，这将需要教师更有效地进行评估和反馈。然而，大量证据表明，目前教师在医学知识、临床技能和专业精神等传统能力以及基于证据的实践、质量改进、跨学科团队合作和系统等新能力方面都没有做好这项任务的充分准备。这些观察结果的含义是，医学教育事业迫切需要围绕 CBME 和评估开展国际教师发展倡议。在本文中，作者概述了当前的挑战，并就教师发展工作的重点领域以及如何完成这一倡议提出了建议。公众、患者和学员都需要医学教育事业现在就改善培训和成果。
