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Beyond competency-based continuing professional development.

Matthew J Links1

  • 1a St George Cancer Services and UNSW Clinical School , Kogarah , Australia.

Medical Teacher
|December 13, 2017
PubMed
Summary
This summary is machine-generated.

Continuing professional development (CPD) in medicine may benefit from performance-based education, heutagogy, and a focus on capabilities, rather than strictly adhering to competency-based medical education (CBME) models used in postgraduate training.

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Area of Science:

  • Medical Education
  • Professional Development
  • Learning Theories

Background:

  • Competency-based medical education (CBME) is standard for undergraduate and postgraduate medical education.
  • The applicability of CBME to continuing professional development (CPD) is currently debated.
  • Critical differences exist between the contexts of PGME and CPD.

Purpose of the Study:

  • To critically evaluate the role of CBME in continuing professional development (CPD).
  • To explore alternative educational frameworks for CPD.
  • To align CPD with its unique characteristics and philosophical underpinnings.

Main Methods:

  • Comparative analysis of CBME in PGME versus CPD.
  • Application of identified differences to key educational concepts.
  • Exploration of learning theories (heutagogy) and philosophical perspectives (post-modernism).

Main Results:

  • CPD differs significantly from PGME in learner autonomy and context.
  • Existing criticisms of CBME may be particularly relevant to CPD.
  • Heutagogy and a post-modern perspective offer suitable frameworks for CPD.

Conclusions:

  • CPD aligns better with performance-based education than strict CBME.
  • A shift towards heutagogy and capabilities is recommended for effective CPD.
  • Adopting a post-modern perspective can enhance the design of CPD programs.