Department of Emergency Medicine, Queen's University, Kingston, Canada.
Royal College of Physicians and Surgeons of Canada, Ottawa, Canada.
Med Teach. 2021 Jul;43(7):788-793. doi: 10.1080/0142159X.2021.1925643. Epub 2021 May 26.
As the global transformation of postgraduate medical training continues, there are persistent calls for program evaluation efforts to understand the impact and outcomes of competency-based medical education (CBME) implementation. The measurement of a complex educational intervention such as CBME is challenging because of the multifaceted nature of activities and outcomes. What is needed, therefore, is an organizational taxonomy to both conceptualize and categorize multiple outcomes. In this manuscript we propose a taxonomy that builds on preceding works to organize CBME outcomes across three domains: focus (educational, clinical), level (micro, meso, macro), and timeline (training, transition to practice, practice). We also provide examples of how to conceptualize outcomes of educational interventions across medical specialties using this taxonomy. By proposing a shared language for outcomes of CBME, we hope that this taxonomy will help organize ongoing evaluation work and catalyze those seeking to engage in the evaluation effort to help understand the impact and outcomes of CBME.
随着全球研究生医学培训的转变，持续呼吁开展计划评估工作，以了解基于能力的医学教育 (CBME) 实施的影响和结果。由于活动和结果的多方面性质，对 CBME 等复杂教育干预措施的测量具有挑战性。因此，需要一种组织分类法来对多种结果进行概念化和分类。在本文中，我们提出了一个分类法，该分类法建立在前人的工作基础上，将 CBME 结果组织在三个领域：重点（教育、临床）、水平（微观、中观、宏观）和时间线（培训、过渡到实践、实践）。我们还提供了如何使用此分类法来概念化医学专业教育干预措施结果的示例。通过为 CBME 的结果提出共同的语言，我们希望这个分类法将有助于组织正在进行的评估工作，并促使那些寻求参与评估工作的人了解 CBME 的影响和结果。
