a Office of Medical Education , University of New South Wales , Sydney , Australia.
b Royal College of Physicians and Surgeons of Canada , Ottawa , Canada.
Med Teach. 2017 Jun;39(6):603-608. doi: 10.1080/0142159X.2017.1315071.
Competency-based medical education (CBME) is an approach to the design of educational systems or curricula that focuses on graduate abilities or competencies. It has been adopted in many jurisdictions, and in recent years an explosion of publications has examined its implementation and provided a critique of the approach. Assessment in a CBME context is often based on observations or judgments about an individual's level of expertise; it emphasizes frequent, direct observation of performance along with constructive and timely feedback to ensure that learners, including clinicians, have the expertise they need to perform entrusted tasks. This paper explores recent developments since the publication in 2010 of Holmboe and colleagues' description of CBME assessment. Seven themes regarding assessment that arose at the second invitational summit on CBME, held in 2013, are described: competency frameworks, the reconceptualization of validity, qualitative methods, milestones, feedback, assessment processes, and assessment across the medical education continuum. Medical educators interested in CBME, or assessment more generally, should consider the implications for their practice of the review of these emerging concepts.
基于能力的医学教育（CBME）是一种教学设计或课程设计方法，侧重于毕业生的能力。它已在许多司法管辖区采用，近年来，大量出版物对其实施情况进行了检查，并对该方法进行了批评。在 CBME 背景下的评估通常基于对个人专业水平的观察或判断；它强调对绩效的频繁、直接观察，并提供建设性和及时的反馈，以确保学习者（包括临床医生）具备履行委托任务所需的专业知识。本文探讨了自 2010 年 Holmboe 及其同事描述 CBME 评估以来的最新发展。描述了 2013 年举行的第二次 CBME 特邀峰会上出现的七个与评估相关的主题：能力框架、有效性的重新概念化、定性方法、里程碑、反馈、评估过程以及整个医学教育连续体的评估。对 CBME 或评估更感兴趣的医学教育者应该考虑这些新兴概念对他们实践的影响。
