Using the Five Core Components of Competency-Based Medical Education to Support Implementation of CBVE.

Kristin P Chaney,Jennifer L Hodgson

doi:10.3389/fvets.2021.689356

Abstract

In recent years, veterinary education has begun the transition to competency-based models, recognizing that, like medical education, our goals include improved patient and client outcomes and the importance of learner-centered methods in education. Given that implementation of competency-based veterinary education (CBVE) is still in its relative infancy across many veterinary programs, we stand to gain from a unified approach to its implementation. As a guideline, the five core components of competency-based medical education (CBME) should serve to ensure and maintain fidelity of the original design of outcomes-based education during implementation of CBVE. Identified the essential and indispensable elements of CBME which include 1) clearly articulated outcome competencies required for practice, 2) sequenced progression of competencies and their developmental markers, 3) tailored learning experiences that facilitate the acquisition of competencies, 4) competency-focused instruction that promotes the acquisition of competencies, and 5) programmatic assessment. This review advocates the adoption of the principles contained in the five core components of CBME, outlines the approach to implementation of CBVE based upon the five core components, and addresses the key differences between veterinary and medical education which may serve as challenges to ensuring fidelity of CBVE during implementation.

Highlights

A new educational paradigm known as competency-based medical education (CBME) has emerged over the past 20 years and has been adopted by many healthcare training programs around the world
This review advocates adoption of the principles contained in the five core components of CBME, outlines approaches veterinary education could take to aid the implementation of competency-based veterinary education (CBVE) based upon these core components, and addresses the key differences between veterinary and medical education that may serve as challenges to ensuring fidelity of CBVE during implementation
To assist in the assessment for learning, CBME focuses on developing partnerships between the learner and the assessor based on the sharing of formative, coaching feedback that allows the learner to gauge their progress toward competence [19]

Summary

INTRODUCTION

A new educational paradigm known as competency-based medical education (CBME) has emerged over the past 20 years and has been adopted by many healthcare training programs around the world. Fidelity, defined as the degree of exactness with which something is copied or reproduced, is considered critical for the success of implementing CBME This terminology infers rigidity or strictness in the rules of this model of education, it is important to recognize that CBME is a collection of pedagogical principles and approaches that are constantly evolving to meet the primary aim of achieving better outcomes for patients and learners [6]. It is recognized there is a need for the experience, wisdom and expertise of local healthcare faculty to guide meaningful standardization where appropriate, while incorporating the flexibility and adaptability to meet the local needs of educational programs [7]. This review advocates adoption of the principles contained in the five core components of CBME, outlines approaches veterinary education could take to aid the implementation of CBVE based upon these core components, and addresses the key differences between veterinary and medical education that may serve as challenges to ensuring fidelity of CBVE during implementation

THE FIVE CORE COMPONENTS

DISCUSSION

CONCLUSIONS