a Centre for Medical Education , Edinburgh Medical School, The University of Edinburgh , Edinburgh , UK.
b Aston Medical School, Aston University , Birmingham , UK.
Med Teach. 2019 Feb;41(2):161-166. doi: 10.1080/0142159X.2018.1450496. Epub 2018 Mar 20.
Competency-based medical education (CBME) seeks to prepare undergraduate and postgraduate trainees for clinical practice. Its major emphasis is on outcomes, but questions about how best to reach these remain. One key issue is the need to integrate what matters most to students when setting educational goals: this is crucial if we are to design curricula that trainees understand and engage with, and that promote successful achievement of competencies.
We interviewed medical students in years 4 and 6 of a 6-year medical degree and used thematic analysis to understand their main educational priorities and how these fit with the aims of CBME.
Two major themes emerged: features of content and process. For content, students wanted clear guidance on what constitutes competence, finding broad outcome statements abstract and difficult to understand as novices. They also attach critical importance to features of process such as being welcomed, included in clinical teams and being known personally - these promote motivation, understanding, and professional development.
We present recommendations for those designing CBME curricula to emphasize the student perspective: what kind of guidance on outcomes is required, and features of process that must not be neglected if competence is to be achieved.
以能力为基础的医学教育（CBME）旨在为本科和研究生培训生做好临床实践的准备。其主要重点是结果，但关于如何最好地实现这些结果的问题仍然存在。一个关键问题是需要在设定教育目标时整合对学生最重要的内容：如果我们要设计出培训生理解和参与并促进成功实现能力的课程，这一点至关重要。
我们对为期 6 年的医学学位的 4 年级和 6 年级的医学生进行了访谈，并使用主题分析来了解他们的主要教育重点，以及这些重点如何与 CBME 的目标相契合。
出现了两个主要主题：内容和过程的特点。对于内容，学生希望对能力构成有明确的指导，因为初学者认为广泛的结果陈述抽象且难以理解。他们还非常重视过程的特点，例如受到欢迎、被纳入临床团队并被个人认识——这些特点可以促进动力、理解和专业发展。
我们提出了为那些设计 CBME 课程的人提供建议，强调学生视角：需要什么样的结果指导，以及如果要实现能力就不能忽视哪些过程的特点。
