Choosing Our Own Pathway to Competency-Based Undergraduate Medical Education.

Area of Science:

• Medical Education
• Health Professions Education

Background:

• Postgraduate Medical Education (PGME) in North America is increasingly adopting Competency-Based Medical Education (CBME).
• CBME frameworks utilize Entrustable Professional Activities (EPAs) to define competencies and training milestones.
• CBME is now being integrated into Undergraduate Medical Education (UME) to enhance continuity and resident readiness.

Purpose of the Study:

• To address practical considerations for the transition to CBME in UME.
• To offer guidance on implementing CBME without compromising educational diversity or requiring extensive curriculum changes.
• To highlight key decisions UME programs must make during CBME implementation.

Main Methods:

• Review of current trends and literature on CBME adoption in medical education.
• Analysis of the structure and implications of EPA frameworks in UME and PGME.
• Discussion of practical challenges and decision points for UME programs transitioning to CBME.

Main Results:

• UME programs are adopting CBME, aligning with PGME initiatives.
• Standardized lists of core EPAs are emerging from major North American medical education organizations.
• Successful CBME transition necessitates strategic decisions on terminology, assessment tools, and promotion criteria.

Conclusions:

• The integration of CBME into UME is feasible and aims to improve educational transitions.
• UME programs must proactively define their CBME approach, focusing on assessment and evaluation.
• Careful planning can ensure a smooth CBME implementation that supports student progression and residency preparedness.