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Updated: Jul 4, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

On outcomes and humility.

¹Northeastern Ohio Universities College of Medicine, Rootstown, OH 44272, USA. dw@neoucom.edu

Academic Medicine : Journal of the Association of American Medical Colleges

|June 27, 2008

Summary

This summary is machine-generated.

The competency movement in medical education is critiqued for overemphasizing measurable skills. Alternative approaches focusing on reflection and humility are proposed for developing empathic physicians.

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Last Updated: Jul 4, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Medical Education
Competency-Based Education
Physician Development

Background:

The competency movement in medical education aims to ensure trainees achieve specific skills and knowledge.
This focus is driven by patient needs but risks oversimplifying education into a measurable venture.
The commentary critically examines the broad application of competency measures in academic medicine.

Discussion:

The wholesale adoption of competency measures may narrow the educational mission.
Alternative educational models, such as multiculturalism and narrative medicine, offer broader perspectives.
These alternatives emphasize reflective processes and humility in physician development.

Key Insights:

Overreliance on competency metrics can transform medical education into a bottom-line venture.
Multiculturalism and narrative medicine provide valuable frameworks for holistic physician training.
Lifelong learning, reflection, and empathy are crucial for skilled and compassionate physicianhood.

Outlook:

Future medical education should balance competency assessment with holistic development.
Integrating reflective practices and humility can foster more empathic and skilled physicians.
Further exploration of non-competency-based educational models is warranted.