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Competency-based education in family medicine
Karl Iglar1, Cynthia Whitehead, Susan Glover Takahashi
1Department of Family Medicine, University of Toronto, St. Michael's Hospital, Toronto, ON, Canada. karl.iglar@utoronto.ca
Medical Teacher
|October 30, 2012
Summary
The CanMEDS-FM framework guides family medicine training in Canada. This article details the development of a competency-based curriculum at the University of Toronto, focusing on learner needs and faculty teaching.
Area of Science:
- Medical Education
- Competency-Based Education
- Family Medicine Training
Background:
- The College of Family Physicians of Canada mandates a competency-based framework, CanMEDS-FM, for all Canadian family medicine programs.
- Training programs must develop curricula and evaluation methods aligned with the CanMEDS-FM roles for objective trainee assessment.
Purpose of the Study:
- To outline the rationale and methodology for creating a competency-based education curriculum.
- Specifically for the postgraduate family medicine program at the University of Toronto.
Main Methods:
- A systematic curriculum development process was employed.
- Key steps included establishing a steering committee, expert faculty content development, accreditation framework mapping, and faculty consensus.
- Challenges and areas for future development are also discussed.
Main Results:
- The developed curriculum offers a new approach to resident learning and faculty teaching.
- It highlights the benefits of flexible, learner-centered educational design.
- The model effectively identifies individual learner strengths and educational needs.
Conclusions:
- Competency-based curricula represent a significant shift in medical education for both learners and educators.
- The framework's utility lies in its flexible, learner-centered design and its capacity for personalized learning.
- Successful implementation requires addressing inherent challenges and ongoing development.
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