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Student perspective on outcomes and process - Recommendations for implementing competency-based medical education.

Neill Storrar1, David Hope1, Helen Cameron1,2

  • 1a Centre for Medical Education , Edinburgh Medical School, The University of Edinburgh , Edinburgh , UK.

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Medical students need clear guidance on competencies and supportive learning environments to succeed in competency-based medical education (CBME). Understanding student priorities is key for effective CBME curriculum design.

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Area of Science:

  • Medical Education
  • Healthcare Professions Education

Background:

  • Competency-based medical education (CBME) focuses on outcomes for trainees.
  • Effective CBME requires trainee engagement and understanding of educational goals.

Purpose of the Study:

  • To explore medical students' educational priorities.
  • To align student perspectives with the goals of CBME.

Main Methods:

  • Thematic analysis of interviews with 4th and 6th-year medical students.
  • Investigated student priorities in relation to CBME aims.

Main Results:

  • Students desire clear definitions of competence, finding broad outcome statements abstract.
  • Students value supportive processes like team inclusion and personal recognition for motivation and development.

Conclusions:

  • Recommendations for CBME curriculum design emphasize student-centered guidance on outcomes.
  • Integrating essential process features is crucial for successful competency achievement.