Implementation Of Competency-based Education Research Articles

Readiness for Self-directed Learning amongst First-year Medical Undergraduates in the Northern Part of Kerala, India: A Quasi-experimental Study

Introduction: The ability for independent learning is considered a critical component for university graduates to engage in continuous learning. Self-directed Learning (SDL) is necessary for learners to transition from passive to active learners. With the implementation of competency-based education, the concept of SDL is becoming increasingly important in undergraduate teaching. However, many students find the concept of self-learning unfamiliar, causing them undue anxiety. The improvement of lifelong learning thus depends critically on having an effective understanding of SDL skills. Aim: To assess the readiness for SDL and emphasise the need for assessing students’ readiness towards SDL. Materials and Methods: This quasi-experimental study involved 100 first-year medical students who provided informed consent. Readiness for SDL was determined using the Fisher SDL Readiness Scale (SDLRS). An SDLRS score of >150 is considered an acceptable level of SDL readiness. Six SDL sessions were conducted, and participants were assessed based on their performance in SDL. The study participants were grouped as high, mid, and low achievers, and their SDLRS scores were correlated. The data obtained were statistically analysed using descriptive and inferential statistics. Results: The median SDLRS score was 149, with 54 (54%) of students scoring below the acceptable level of 150. The median scores for the subscale of self-management were statistically high (p-value<0.001) among the high achievers. The SDLRS scores and SDL session test scores of the three groups of students showed a significant moderate positive correlation (r-value=0.356, p-value<0.001). Conclusion: The present study concluded that 54% of medical students scored below the acceptable level on the SDLRS, and there was a moderate positive correlation between SDLRS scores and SDL session test performance.

Implementation of Competency-Based Education for Quality Midwifery Programs in Africa: Protocol for a Scoping Review.

Competency-based education (CBE) for midwifery programs is a system of academic instruction and evaluation that aims to achieve proficiency in midwifery student learning outcomes, which is based on students' ability to demonstrate the knowledge, attitudes, self-perceptions, and skills of a predetermined set of educational activities in theory and practice. CBE focuses on ensuring that midwifery students can develop critical thinking abilities, values, and the clinical decision-making abilities needed for the delivery of safe care in future practice. The objective of this scoping review is to map and synthesize existing literature on the implementation of CBE for midwifery programs and its sustainability in Africa. We will use the Arksey and O'Malley approach for scoping reviews for the research methodology. The 3-stage search process, proposed by the Joanna Briggs Institute, will be used to determine the eligibility of published and unpublished studies. PubMed, Science Direct, Web of Science, CINAHL, PsycINFO, and Scopus will be searched to screen published articles. ProQuest Dissertations and Theses and Google Scholar will be used to search for unpublished studies. Findings will only apply to studies conducted in Africa from 2010 to the present year in English. The 2 reviewers will work independently to carefully screen and compare the full text of the selected citations to the inclusion criteria. In the event of any disagreements between the 2 reviewers at any stage of the selection process regarding the inclusion of an article, this will be settled by discussion or consultation with a third reviewer. The extracted data will be presented using a PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Review) flow diagram with an attached narrative summary. The review will summarize and disseminate findings on the implementation of the CBE for midwifery programs and its sustainability in Africa. It is intended that this scoping review will be completed within 6 months following the publication of this protocol. The conclusions from this scoping review will inform midwifery educators, institutions, policy makers, and other stakeholders on the strategies to implement and sustain CBE for midwifery programs in Africa. PRR1-10.2196/47603.

Competency-Based Time-Variable Anesthesiology Residency Training: Identification of Problems and Solutions.

Global medical education is gradually moving toward more comprehensive implementations of a competency-based education (CBE) model. Elimination of standard time-based training and adoption of time-variable training (competency-based time-variable training [CB-TVT]) is one of the final stages of implementation of CBE. While CB-TVT has been implemented in some programs outside the United States, residency programs in the United States are still exploring this approach to training. The Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties (ABMS) are encouraging member boards and residency review committees to consider innovative ways programs could implement CB-TVT. The goals of this study were to (1) identify potential problems with the implementation of CB-TVT in anesthesiology residency training, (2) rank the importance of the problems and the perceived difficulty of solving them, and (3) develop proposed solutions to the identified problems. Study participants were recruited from key stakeholder groups in anesthesiology education, including current or former program directors, department chairs, residents, fellows, American Board of Anesthesiology (ABA) board members, ACGME residency review committee members or ACGME leaders, designated institutional officials, residency program coordinators, clinical operations directors, and leaders of large anesthesiology community practice groups. This study was conducted in 2 phases. In phase 1, survey questionnaires were iteratively distributed to participants to identify problems with the implementation of CB-TVT. Participants were also asked to rank the perceived importance and difficulty of each problem and to identify relevant stakeholder groups that would be responsible for solving each problem. In phase 2, surveys focused on identifying potential solutions for problems identified in phase 1. A total of 36 stakeholders identified 39 potential problems, grouped into 7 major categories, with the implementation of CB-TVT in anesthesiology residency training. Of the 39 problems, 19 (48.7%) were marked as important or very important on a 5-point scale and 12 of 19 (63.2%) of the important problems were marked as difficult or very difficult to solve on a 5-point scale. Stakeholders proposed 165 total solutions to the identified problems. CB-TVT is a promising educational model for anesthesiology residency, which potentially results in learner flexibility, individualization of curricula, and utilization of competencies to determine learner advancement. Because of the potential problems with the implementation of CB-TVT, it is important for future pilot implementations of CB-TVT to document realized problems, efficacy of solutions, and effects on educational outcomes to justify the burden of implementing CB-TVT.

When theory beats practice: the implementation of competency-based education at healthcare workplaces

Background Work-integrated learning constitutes a large part of current healthcare education. During the last decades, a competency-based educational (CBE) approach has been introduced to reduce the theory-practice gap and to promote continuous competency development. Different frameworks and models have been developed to support CBE implementation in practice. Although CBE is now well-established, implementation at healthcare workplaces remains complex and controversial. This study aims to explore how students, mentors, and educators from different healthcare disciplines perceive the implementation of CBE at the workplace. The six-step model of Embo et al. (2015) was used as a base: (1) competency selection, (2) formulating learning goals, (3) self-monitoring performance, (4) self-assessing competency development, (5) summative assessment of individual competencies, and (6) summative assessment of global professional competence.Methods Three semi-structured focus group interviews were conducted with (1) five students, (2) five mentors, and (3) five educators. We recruited participants from six different educational programs: audiology, midwifery, nursing (associate degree and bachelor), occupational therapy, or speech therapy. We used thematic analysis combining an inductive and deductive approach.Results An overview of the predefined competencies was hard to find which complicated CBE implementation and resulted in a lack of consistency between the steps; e.g., the link between the selection of relevant competencies (step 1) and the formulation of learning goals based on these selected competencies (step 2) was absent. Furthermore, the analysis of the data helped identifying seven barriers for CBE implementation: (1) a gap between the educational program and the workplace, (2) a lacking overview of predefined competencies, (3) a major focus on technical competencies at the expense of generic competencies, (4) weak formulation of the learning goals, (5) obstacles related to reflection, (6) low feedback quality, and (7) perceived subjectivity of the assessment approach.Conclusion The present barriers to CBE implementation lead to a fragmentation of current work-integrated learning. In this way, theory beats practice when it comes to CBE implementation as the theory of CBE is not effectively implemented. However, the identification of these barriers might help to find solutions to optimize CBE implementation. Future research seems critical to optimize CBE so that theory can meet practice and the opportunities of CBE optimize healthcare education.

Developing a FIP handbook for implementing competency-based education in pharmacy education

Competency-based education (CBE) is a viable educational approach to close a training gap between ever-changing health challenges and pharmacy and pharmaceutical education curricula. However, the implementation of CBE into initial professional education and training (IPET) for pharmacists is slow. Thus, the development of a handbook to guide academics, educators, and practitioners in implementing CBE would be beneficial. This paper describes the process of developing a handbook to support educators in implementing CBE principles in IPET for pharmacists and pharmaceutical scientists. The project involves three phases: (1) a systematic review, (2) a global survey, and (3) the development of a handbook. The handbook provides guidance and a stepwise approach to implementing CBE in pharmacy curricula, which is particularly useful in resource-limited settings where curriculum overhaul using CBE principles might be challenging.

Faculty Grading Practices and Competency-Based Education: Challenges and a New Opportunity

This paper examines how assessment and grading practices have evolved post COVID-19 pandemic. Specifically, more programs have begun implementing Competency-Based Education (CBE) in their practice. This article offers suggestions for higher education institutions and faculty considering implementation of CBE in their assessment practices.

Modelo educativo por competencias ¿propuesta innovadora o una simulación de cambio en México?

From a critical standpoint, this article addresses competency-based education and the implementation of said educational model in the global context with incidence in Latin America and the reforms undergone to achieve its implementation in Mexico, touching on some particularities and opinions expressed by various authors, that have analyzed similar situations and how intricate it has been to establish the modifications of the current traditional content-based study programs to a competency-based program in the context of Mexican higher education. To achieve this, an investigation by means of a qualitative design and documentary analysis, using the development of coherent conceptualization and theorization as a technique. The process is not easy, perhaps due to the fact that the implementation of competency-based education in lower grades (elementary, secondary and high school) has not yet been completed and; when it is decided to implement it by decree at higher education levels, with students and teachers whose educational development was a system by products or called "Teaching-Learning", and there is the main limitation since it is only limited to Teach-Learn-Evaluate. Although it is premature to make a balance about the results, it is visualized that the change will not achieve a true reform of university education, judging by the lack of experience and knowledge that only results in confusion among the authorities, the professoriate, and the student, about the meaning of competencies and how to develop them in the latter. Therefore, the challenge lies in how to achieve professionals who build knowledge and its application in a disciplinary way.

Postsecondary Competency-Based Education: Analyzing Leadership Perception

ABSTRACT Utilizing competency-based education (CBE) initiatives as a practice is gaining traction across higher education settings. With the onset and residual effects of the COVID-19 pandemic, such initiatives are gaining additional encouragement. CBE has produced some positive outcomes in terms of higher education. Researchers indicated that CBE implementation from leadership could create a bettered work environment and connection between faculty, staff, and administration when employed by leaders. Despite the previous research, there remains a gap in understanding how CBE implementation can be helpful in higher education from the administration, students, and faculty perspectives. For this purpose, the study aimed to explore the use of CBE as an initiative within a higher-education two-year institution in the southern region of the United States. The findings of this study were to provide insight into the effectiveness of CBE as a means of meeting the needs of higher education faculty, staff, and administration, which ultimately may also benefit students. The resultant themes identified through the interviews with participants were linked with organizational culture and stakeholders’ roles within the higher-education setting. The findings demonstrated positive effects when CBE initiatives are employed in higher-education settings. The results also delineate the importance of using CBE in leadership and connection with staff, faculty, and administrative employees. This study’s findings were also found in congruence with previous assessments, detailed in this assessment.

Psychometric validation of the Laval developmental benchmarks scale for family medicine

BackgroundWith the implementation of competency-based education in family medicine, there is a need for summative end-of-rotation assessments that are criterion-referenced rather than normative. Laval University’s family residency program therefore developed the Laval Developmental Benchmarks Scale for Family Medicine (DBS-FM), based on competency milestones. This psychometric validation study investigates its internal structure and its relation to another variable, two sources of validity evidence.MethodsWe used assessment data from a cohort of residents (n = 1432 assessments) and the Rasch Rating Scale Model to investigate its reliability, dimensionality, rating scale functioning, targeting of items to residents’ competency levels, biases (differential item functioning), items hierarchy (adequacy of milestones ordering), and score responsiveness. Convergent validity was estimated by its correlation with the clinical rotation decision (pass, in difficulty/fail).ResultsThe DBS-FM can be considered as a unidimensional scale with good reliability for non-extreme scores (.83). The correlation between expected and empirical items hierarchies was of .78, p < .0001.Year 2 residents achieved higher scores than year 1 residents. It was associated with the clinical rotation decision.ConclusionAdvancing its validation, this study found that the DBS-FM has a sound internal structure and demonstrates convergent validity.

The development, validity and applicability to practice of pharmacy-related competency frameworks: A systematic review.

Global reforms in the education of health workers has culminated in the implementation of competency-based education and training (CBET). In line with the CBET model, competency frameworks are now commonplace in the health professions. In pharmacy, these frameworks are used to regulate career entry, benchmark standards of practice and facilitate expertise development. This systematic review assessed the development, validity and applicability to practice of pharmacy-related competency frameworks. PubMed/Medline, CINAHL, Embase, ERIC, Scopus, ProQuest and PsycINFO electronic databases were searched to identify relevant literature. Additional searching included Google Scholar, electronic sources of grey literature, and the Member Organisation websites of the International Pharmaceutical Federation (FIP). The findings of this review were synthesised and reported narratively. The review protocol is registered on PROSPERO with reference number CRD42018096580. In total, 53 pharmacy-related frameworks were identified. The majority (n=38, 72%) were from high income countries in Europe and the Western Pacific region, with only three each from countries in South East Asia (SEA) and Africa. The identified frameworks were developed through a variety of methods that included expert group consultation used alone, or in combination with a literature review, job/role evaluation, or needs assessment. Profession wide surveys and consensus via a nominal group, Delphi, or modified Delphi technique were the primary methods used in framework validation. The competencies in the respective frameworks were generally ranked relevant to practice, thereby confirming validity and applicability. However, variations in competency-related terminologies and descriptors were observed. Disparities on perception of relevance also existed in relation to area of practice, length of experience, and level of competence. For example, pharmaceutical care competencies were typically ranked high in relevance in the frameworks, compared to others such as the research-related competencies. The validity and applicability to practice of pharmacy-related frameworks highlights their importance in competency-based education and training (CBET). However, the observed disparities in framework terminologies and development methods suggest the need for harmonisation.

Competency‐based curriculum transition: A conceptual framework

AbstractAs the 21st century has just passed its 20th year, there have been some changes to educational policy and practice in domains in many countries around the world, including more than 4.1 million children in 137 countries participating in skill development programmes aimed at fundamental learning. Few of these have reached to secondary schools. The primary goal of this article was to present aspects of a framework that may be useful in designing curriculum to incorporate competencies to make changes to existing educational practice. The considerations presented are not knew to those with existing competency‐based education (CBE) frameworks, the orienting aspects of Integral Theory may provide some insights for ideal CBE implementation. Why is it that high schools globally are not adopting CBE within their districts? With the majority of the world population in China and India following traditional models of educational practice, perhaps a clear explanation of the necessary considerations for the implementation of CBE has not been represented. It is worthy of note that, based on research results, the majority of the educational reform in both of these populous nations occurs at the postsecondary level. As an attempt to encompass all that is required for an ideal implementation of CBE, three interconnected sets of recommendations are made as areas of implementation focus: ensuring a learner focus and various pathways from a Policy perspective, feedback and the role of the teacher from the Practice level, and communication from the Process level.

Competency-based education: a multi-variable study of tourism vocational high school graduates

ABSTRACT Recent studies have revealed that competency-based education (CBE) does not facilitate authentic learning or encourage students to develop a career in the tourism business. This study aimed to propose a conceptual model implementing CBE for career development and job satisfaction. To this end, a questionnaire was administered to 217 graduates of a tourism vocational high school in Jakarta. A quantitative method was applied. The results showed that this successfully explained the implementation of CBE and competency-based assessment (CBA) as a proposed model of job opportunities and career development for graduates of tourism schools. The research identified the improvement measures and preemptive actions taken by the principal and teachers of the school. At the initial stage, discipline, hard work, and career development through continual learning should be emphasized to prevent any negative effects when students undertake internships or seek job placement in the workplace. It was also revealed that CBE as a single variable should be combined with CBA and career development to gain job satisfaction. The limitation of this study is the duration of the research. It did not use a longitudinal time frame to measure the real career development from the end user point of view in a broader area of population. Although this study focuses on competency and learning theories, it does not consider the latest competencies and other theories such as talent development of human resources. For future studies could be based on focus-group discussions with experts using a longitudinal analysis to consider tourism growth dynamics over time, using talent development theory is also recommended.

Making the case for virtual competency-based education

PurposeThe purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future.Design/methodology/approachThis phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success.FindingsThis study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university.Research limitations/implicationsThis is a conceptual model for testing in academic research settings in colleges and universities.Practical implicationsThe study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals.Originality/valueFrom the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.

Competence-based Education and Training Model for Management Team of School Operational Assistance

This study aims to develop a competence-based training model for management team of school operational assistance (BOS) in order to improve financial accountability in Primary Education level in Purwakarta Regency, Indonesia. This research used ADDIE (Analysis-Design-Develop-Implement-Evaluate) research and development model approach. Results of the research show that in stage of training needs assessment, there are some needs of training participants in the forms of ability in understanding the BOS Technical Guidance, ability in implementing BOS Planning, ability in implementing BOS management, ability in reporting BOS funds and ability in using BOS funds reporting application which all of the abilities can be created through development of this competence-based training model. Results of the training needs assessment are then developed into a training design and tested in a limited manner before it is implemented. Implementation of competence-based education and training model show effectiveness of learning outcome achievement which is supported by systematic and correlation between components. Application of competence-based education and training model for management team of BOS funds in Purwakarta Regency is conducted effectively after monitoring and evaluation process on the implementation of training model development. Therefore, the development of training model provide positive effects on improvement of BOS funds manager team competence as it has been inventoried in the needs assessment.

Exploring K-12 Competency-Based Education Implementation in the Northeast States

This exploratory study uses data from 413 principals to examine whether and how competency-based education has been implemented in the Northeast states and the extent to which there is variation in implementation between states with different policies. Results suggest that competency-based practices that are most similar to current practices are reported more and practices that diverge from current practices are reported less. There were statistically significant differences between states with “advanced” and nonexistent competency-based education policies on three measures. Secondary principals could use this study to understand key features of the reform and the likely barriers and challenges to implementation regardless of their state policy context.

Does implementation of competence-based education mediate the impact of team learning on student satisfaction?

ABSTRACT Competence-based education (CBE) is an innovation in (vocational) education aimed at improving students’ competences. Little is known, however, about the processes leading to successful implementation of CBE and about its outcomes. This study investigates the effects that the level of CBE implementation has on student satisfaction (regarding the quality of education, guidance, and the development of interpersonal and general vocational skills) and to what extent CBE implementation mediates the relationship between teacher team learning activities and student satisfaction. To this end, data was gathered from 662 teachers belonging to 46 teacher teams in senior secondary vocational education in the Netherlands, and their students. Multilevel structural equation modelling revealed that teacher team learning was positively associated with te implementation of CBE. Furthermore, CBE had a positive effect on student satisfaction with quality of education, guidance, and development of interpersonal skills; however, no significant effect was found on student satisfaction with the development of general vocational skills. These results indicate that implementation of CBE has, to some degree, fulfilled its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE. Abbreviation: CBE – Competence-based education

Implementing competency‐based education for athletic therapy in Canada—Are we ready for change?

AbstractContextIn 2013, the Canadian Athletic Therapists’ Association (CATA) Education Task Force made recommendations for future athletic therapy education in Canada with 10 consensus statements. Little progress has been reported to date, particularly on two statements: implementation of competency‐based education (CBE) and establishing a valid, reliable, feasible, and financially viable practical national certification examination (NCE).ObjectiveWe sought to understand the perspectives of CATA program directors (PDs) as it related to implementation of CBE and potential abolishment of the practical examination.MethodsA qualitative, phenomenological approach was employed to better understand the athletic therapy program directors’ lived experiences as it related to CBE implementation in their own educational institutions. Secondarily and related to understanding this phenomenon, we sought to understand PD perspectives on taking over the responsibility for establishing competence for their graduates as a surrogate to replace the practical NCE. Semi‐structured interviews took place with the seven PDs or all CATA‐accredited programs. Interviews were transcribed and analyzed for themes. We (ML and RD) independently and blindly established themes and later met to discuss the themes that emerged from the interviews.ResultsFour key themes emerged from the analysis: (a) definition of CBE; (b) national standards; (c) trust; and (d) collaboration.DiscussionEach of the themes that emerged had the commonality that all were barriers to implement CBE. Some PDs did not think they were currently offering CBE, yet described many of the key features of CBE. A definition and national standard would help to progress the implementation of CBE.

ПРИНЦИПОВІ ПІДХОДИ ДО ВИКЛАДАННЯ БІОХІМІЇ У ТЕРНОПІЛЬСЬКОМУ ДЕРЖАВНОМУ МЕДИЧНОМУ УНІВЕРСИТЕТІ ІМЕНІ І. Я. ГОРБАЧЕВСЬКОГО З ОГЛЯДУ НА ВИМОГИ КОМПЕТЕНТНОСТІ

Мета роботи – спроба аналізу викладання фундаментальних теоретичних дисциплін у медичному виші, зокрема з огляду на такий елемент, як компетентність. Компетентнісний підхід потребує посилення самостійної і продуктивної діяльності студентів, розвитку їх особистісних якостей і творчих здібностей, що є важливим інструментом модернізації медичної освіти.&#x0D; Основна частина. Сучасний фахівець медицини повинен мати не лише ґрунтовні знання, певний багаж професійних навичок й умінь, але і здатність творчо застосовувати набуті знання у різних життєвих ситуаціях, гнучко та оперативно адаптуватися в сучасному динамічному суспільстві з його інформативними та інноваційними викликами, не втрачати доленосний орієнтир. Компетентнісна освітня політика і є таким орієнтиром на шляху до міжнародних стандартів освіти. Акцент на виховання компетентності майбутнього клініциста, на наше переконання, повинен бути пріоритетним вже на етапі вивчення базових теоретичних дисциплін, зокрема біологічної хімії як основи клініко-лабораторної діагностики.&#x0D; Висновок. У професійному розвитку фахівця медицини провідним фактором є реалізація принципів компетентнісного підходу на етапі вивчення базових теоретичних дисциплін.

The effects of graduate competency-based education and mastery learning on patient care and return on investment: a narrative review of basic anesthetic procedures

BackgroundDespite the widespread implementation of competency-based education, evidence of ensuing enhanced patient care and cost-benefit remains scarce. This narrative review uses the Kirkpatrick/Phillips model to investigate the patient-related and organizational effects of graduate competency-based medical education for five basic anesthetic procedures.MethodsThe MEDLINE, ERIC, CINAHL, and Embase databases were searched for papers reporting results in Kirkpatrick/Phillips levels 3–5 from graduate competency-based education for five basic anesthetic procedures. A gray literature search was conducted by reference search in Google Scholar.ResultsIn all, 38 studies were included, predominantly concerning central venous catheterization. Three studies reported significant cost-effectiveness by reducing infection rates for central venous catheterization. Furthermore, the procedural competency, retention of skills and patient care as evaluated by fewer complications improved in 20 of the reported studies.ConclusionEvidence suggests that competency-based education with procedural central venous catheterization courses have positive effects on patient care and are both cost-effective. However, more rigorously controlled and reproducible studies are needed. Specifically, future studies could focus on organizational effects and the possibility of transferability to other medical specialties and the broader healthcare system.

Deconstructing competency‐based education: An assessment of institutional activity, goals, and challenges in higher education

BackgroundThere have been several surveys assessing institutional interest in Competency‐Based Education (CBE), but there is a need for a systematic analysis of how institutions are designing and implementing CBE at the course, program, or institutional level. This initiative proposes to close this research gap and advance the conversation about the scale, impact, and varieties of CBE.MethodsEduventures, an independent higher education research and advisory firm, surveyed institutional leaders and other informed stakeholders on details about the strategies and operations involving CBE at their institutions. The resulting sample includes 251 institutions from across higher education and represents one of the largest samples to date on CBE implementation.ResultsA portrait of CBE emerges as a menu of tools and practices, rather than a monolithic approach or linear path. These findings underscore the need for institutions to carefully weigh the pros and cons of CBE implementation and to proactively select the CBE components that make the most sense for their students and mission.ConclusionWhile interest in CBE is stronger than ever before, it remains a complex innovation. CBE is not simply a delivery mode. It challenges long‐held conventions regarding how curricula are created, instruction is designed and delivered, and skills and knowledge are assessed. The diversity and complexity of CBE requires customized implementation, and near‐term opportunities to accelerate the growth and expand the scale of CBE beyond a set of innovative early adopters may be limited. This complexity emphasizes the merits of a richer array of CBE implementation examples.