Ten Cate Olle
Center for Research and Development of Education, University Medical Center Utrecht, Universiteitsweg 98, 3584 CG, Utrecht, The Netherlands,
Adv Health Sci Educ Theory Pract. 2015 Aug;20(3):835-8. doi: 10.1007/s10459-014-9527-3. Epub 2014 Jun 8.
Competency-based medical education stresses the attainment of competencies rather than the completion of fixed time in rotations. This sometimes leads to the interpretation that quantitative features of a program are of less importance, such as procedures practiced and weeks or months spent in clinical practice. An educational philosophy like "We don't require numbers of procedures completed but focus on competencies" suggests a dichotomy of either competency-based or time and procedures based education. The author argues that this dichotomy is not useful, and may even compromise education, as long as valid assessment of all relevant competencies is not possible or feasible. Requiring quantities of experiences of learners is not in contrast with competency-based education.
基于胜任力的医学教育强调获得胜任力，而非在轮转中完成固定的时间。这有时会导致一种解读，即项目的量化特征不太重要，比如所实施的操作以及在临床实践中花费的周数或月数。像“我们不要求完成操作的数量，而是关注胜任力”这样的教育理念暗示了基于胜任力的教育与基于时间和操作的教育之间的二分法。作者认为，只要对所有相关胜任力进行有效评估是不可能或不可行的，这种二分法就没有用处，甚至可能损害教育。要求学习者有一定数量的经历与基于胜任力的教育并不矛盾。
