Purpose: We aim to provide a broad overview of emerging themes in medical education, with recommendations for future research. Following a brief overview of recent changes in medical education and their implications, ...Purpose: We aim to provide a broad overview of emerging themes in medical education, with recommendations for future research. Following a brief overview of recent changes in medical education and their implications, we focus on suggestions and examples for making progress in this field. Principal findings: In this article, we briefly review the context that has led to the emergence of the competency-based model of medical education. A critical implication is that medical educators must now focus on the development and maintenance of high quality assessment instruments to support valid decisions around advancement and promotion of learners. Rater cognition and "collective competence" are emerging issues that may have profound implications for the identification and assessment of competencies. Conclusions: While competency-based education represents the future, larger systemic effects must be identified and monitored to effect meaningful change in medical education.The authors conclude with a call for increased support for research in medical education and argue that the most promising and fruitful area of medical education scholarship for the future lies in the field of assessment of individual competence.展开更多
文摘Purpose: We aim to provide a broad overview of emerging themes in medical education, with recommendations for future research. Following a brief overview of recent changes in medical education and their implications, we focus on suggestions and examples for making progress in this field. Principal findings: In this article, we briefly review the context that has led to the emergence of the competency-based model of medical education. A critical implication is that medical educators must now focus on the development and maintenance of high quality assessment instruments to support valid decisions around advancement and promotion of learners. Rater cognition and "collective competence" are emerging issues that may have profound implications for the identification and assessment of competencies. Conclusions: While competency-based education represents the future, larger systemic effects must be identified and monitored to effect meaningful change in medical education.The authors conclude with a call for increased support for research in medical education and argue that the most promising and fruitful area of medical education scholarship for the future lies in the field of assessment of individual competence.
