Bell H S, Kozakowski S M, Winter R O
Department of Community and Family Medicine, Duke University, Durham, NC, USA.
Fam Med. 1997 Nov-Dec;29(10):701-4.
Since their inception, family practice residency programs have been designed on a rotation-based format. It has been assumed that by having residents rotate through a series of educational experiences, they would assimilate the skills necessary to effectively serve as a family physician. An alternative approach is based on the attainment of competency, rather than on the completion of a set of experiences. This method of education is known as competency-based education, mastery learning, or, more recently, outcomes-based assessment. Within family medicine, there is a strong interest in the application of competency-based education to family practice residency training. In response to the growing need to discuss these and other related issues, the Society of Teachers of Family Medicine (STFM) Board created the Task Force on Competency-based Education. Its mission is to disseminate this educational theory to STFM's membership. This article reviews the theory of competency-based education, describes development of a competency-based curriculum model, and discusses the academic issues surrounding adaptation of this form of education to family practice residency programs.
自创立以来，家庭医学住院医师培训项目一直采用基于轮转的模式。人们认为，通过让住院医师轮转经历一系列教育活动，他们将掌握有效担任家庭医生所需的技能。另一种方法是基于能力的获得，而非完成一系列既定的经历。这种教育方法被称为基于能力的教育、掌握学习，或者最近的基于结果的评估。在家庭医学领域，人们对将基于能力的教育应用于家庭医学住院医师培训有着浓厚兴趣。为回应讨论这些及其他相关问题的日益增长的需求，家庭医学教师协会（STFM）董事会设立了基于能力的教育特别工作组。其使命是向STFM的成员传播这一教育理论。本文回顾了基于能力的教育理论，描述了基于能力的课程模型的开发，并讨论了围绕将这种教育形式应用于家庭医学住院医师培训项目的学术问题。
