Medical Council of Canada, Ottawa, Ontario, Canada.
University of Ottawa, Ottawa, Ontario, Canada.
Med Educ. 2016 Jan;50(1):93-100. doi: 10.1111/medu.12839.
Competency-based medical education (CBME) is being adopted wholeheartedly by organisations worldwide in the hope of meeting today's expectations for training a competent doctor. But are we, as medical educators, fulfilling this promise?
The authors explore, through a personal viewpoint, the problems identified with CBME and the progress made through the development of milestones and entrustable professional activities (EPAs).
Proponents of CBME have strong reasons to keep developing and supporting this broad movement in medical education. Critics, however, have legitimate reservations. The authors observe that the recent increase in use of milestones and EPAs can strengthen the purpose of CBME and counter some of the concerns voiced, if properly implemented.
The authors conclude with suggestions for the future and how using EPAs could lead us one step closer to the goals of not only competency-based medical education but also competency-based medical practice.
以能力为基础的医学教育（CBME）正在全球范围内被各组织全心全意地采用，希望满足当今培养合格医生的期望。但是，作为医学教育者，我们是否兑现了这一承诺？
作者通过个人观点探讨了 CBME 中存在的问题，以及通过里程碑和可委托专业活动（EPAs）的发展所取得的进展。
CBME 的支持者有充分的理由继续发展和支持这一医学教育的广泛运动。然而，批评者有合理的保留意见。作者观察到，最近里程碑和 EPAs 的使用增加，如果正确实施，可以加强 CBME 的目的，并解决一些提出的担忧。
作者提出了对未来的建议，以及如何使用 EPAs 可以使我们更接近不仅基于能力的医学教育，而且基于能力的医学实践的目标。
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