Kar Subhranshu Sekhar, Dube Rajani, George Biji Thomas, Bairy Laxminarayana Kurady, Hajeer Ali H, Matalka Ismail Ibrahim Ali
Curriculum Development and Implementation & Pediatrics, RAKCOMS, RAK Medical & Health Sciences University, Ras Al Khaimah, United Arab Emirates.
Obstetrics & Gynecology, RAKCOMS, RAK Medical & Health Sciences University, Ras Al Khaimah, United Arab Emirates.
BMC Med Educ. 2025 May 27;25(1):782. doi: 10.1186/s12909-025-07342-0.
The dynamic and evolving demands of modern healthcare systems necessitate advancements in medical education. Competency-Based Medical Education (CBME) is an outcomes-driven approach that prioritizes measurable competencies over traditional time-based training. The United Arab Emirates Competency Framework for Medical Education (UCFME) was developed to standardize and elevate the quality of medical education across the UAE, aligning with global standards while addressing local healthcare needs. This study documents the implementation process of UCFME in undergraduate medical curricula (eventhough the outcomes are yet to be established), focusing on strategies, challenges, and lessons learned.
The UCFME was developed collaboratively by the Ministry of Education, the National Institute for Health Specialties, and academic stakeholders. A mixed-methods approach was employed, involving literature reviews, surveys, Delphi consensus, focus groups, and workshops. Key thematic roles and competencies were identified. The framework was mapped to international standards, including CanMEDS and ACGME, and integrated into the curriculum using Kotter's 8-Step Change Model. To operationalize UCFME, a structured four-step model was employed for gradual integration, emphasizing milestones, supervisory levels, and diverse assessment methods to track learner progression. Milestones were defined using the Dreyfus model. After curriculum mapping and constructive alignment, competencies were mapped to the Qualifications Framework-Emirates to align with national educational benchmarks. Faculty were trained in CBME principles, and assessment methods were redesigned to include Entrustable Professional Activities (EPAs) and milestone-based evaluations. Pilot implementation and feedback guided refinements in each step.
The RAK College of Medical Sciences successfully integrated UCFME's 9 thematic roles, 9 core competencies, 85 enabling competencies and 14 EPAs into the undergraduate curriculum. Pilot studies demonstrated improvements in curriculum alignment, faculty engagement, and assessment reliability. Challenges included resistance to change, faculty training needs, cultural considerations and resource disparities. Faculty workshops and simulation-based training enhanced instructional capabilities. Enablers such as government support, technological infrastructure, and collaborative networks facilitated implementation. Students demonstrated progression in competence, with targeted EPAs achieved through formative and summative assessments.
The UCFME implementation represents a transformative step in undergraduate medical education, aligning national curricula with international best practices. Its strategic implementation underscores the importance of structured change management, faculty engagement, and competency-based assessment. This framework provides a replicable model for other institutions aiming to adopt CBME, fostering a competent and adaptable healthcare workforce.
现代医疗系统动态变化且不断发展的需求促使医学教育取得进步。基于胜任力的医学教育（CBME）是一种以结果为导向的方法，它将可衡量的胜任力置于传统的基于时间的培训之上。阿拉伯联合酋长国医学教育胜任力框架（UCFME）的制定是为了使阿联酋各地的医学教育质量标准化并提升，使其符合全球标准，同时满足当地医疗需求。本研究记录了UCFME在本科医学课程中的实施过程（尽管结果尚未确定），重点关注策略、挑战和经验教训。
UCFME由教育部、国家卫生专业研究所和学术利益相关者合作开发。采用了混合方法，包括文献综述、调查、德尔菲共识法、焦点小组和研讨会。确定了关键的主题角色和胜任力。该框架与国际标准（包括CanMEDS和ACGME）进行了映射，并使用科特的八步变革模型整合到课程中。为了实施UCFME，采用了一个结构化的四步模型进行逐步整合，强调里程碑、监督级别和多种评估方法以跟踪学习者的进展。里程碑使用德雷福斯模型进行定义。在课程映射和建设性对齐之后，胜任力与阿联酋资格框架进行了映射，以符合国家教育基准。教师接受了CBME原则的培训，评估方法被重新设计，包括可托付专业活动（EPA）和基于里程碑的评估。试点实施和反馈指导了每个步骤的改进。
哈伊马角医学科学学院成功地将UCFME的9个主题角色、9个核心胜任力、85个促成胜任力和14个EPA整合到本科课程中。试点研究表明，在课程对齐、教师参与度和评估可靠性方面有所改进。挑战包括对变革的抵制、教师培训需求、文化因素和资源差距。教师研讨会和基于模拟的培训提高了教学能力。政府支持、技术基础设施和协作网络等推动因素促进了实施。学生在胜任力方面取得了进步，通过形成性和总结性评估实现了目标EPA。
UCFME的实施代表了本科医学教育中的一个变革性步骤，使国家课程与国际最佳实践保持一致。其战略实施强调了结构化变革管理、教师参与度和基于胜任力的评估的重要性。该框架为其他旨在采用CBME的机构提供了一个可复制的模型，培养了一支有能力且适应性强的医疗劳动力队伍。
