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An R-Based Landscape Validation of a Competing Risk Model

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Competency-Based, Time-Variable Education in the Health Professions: Crossroads.

Catherine R Lucey¹, George E Thibault, Olle Ten Cate

¹C.R. Lucey is executive vice dean, vice dean for education, and professor of medicine, University of California, San Francisco, School of Medicine, San Francisco, California. G.E. Thibault is president, Josiah Macy Jr. Foundation, New York, New York. O. ten Cate is professor of medical education, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, the Netherlands.

Academic Medicine : Journal of the Association of American Medical Colleges

|February 28, 2018

Summary

Health education must evolve to competency-based, time-variable models to meet 21st-century healthcare needs. This ensures physicians possess essential skills for high-quality patient care and lifelong learning.

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Area of Science:

Medical Education
Health Professions Education

Background:

Healthcare systems are transforming globally.
Educational systems must adapt to prepare health professionals for evolving demands.
Competency-based, time-variable education offers a framework for this transformation.

Discussion:

Current medical education often remains time-based, not competency-based.
This paradigm shift requires aligning educational stages with demonstrated competencies.
Learner engagement in assessment fosters lifelong learning.

Key Insights:

Competency-based, time-variable education assures public of physician readiness.
This model prepares graduates for continuous professional development.
It aligns education with contemporary patient and community needs.

Outlook:

The shift to competency-based, time-variable education is crucial for optimizing healthcare delivery.
Further exploration of theories, examples, and challenges is needed.
This approach supports the development of adaptable and capable health professionals.