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Key Assumptions Underlying a Competency-Based Approach to Medical Sciences Education, and Their Applicability to
1College of Veterinary Medicine, Iowa State University, Ames, IA, United States.
Frontiers in Veterinary Science
|June 21, 2021
Summary
This perspective examines six core assumptions for competency-based medical education (CBME) in veterinary training. While not all assumptions are fully supported by research, CBME shows promise for improving veterinary medical education outcomes.
Area of Science:
- Veterinary Medical Education
- Competency-Based Medical Education (CBME)
Background:
- Graduate veterinarians may have shortcomings in medical competence.
- Current teaching methods in veterinary education may require enhancement.
Purpose of the Study:
- To explore six key assumptions of competency-based medical education (CBME) within veterinary medical education.
- To evaluate the feasibility and potential benefits of CBME in veterinary training.
Main Methods:
- This perspective analyzes six core assumptions of CBME as applied to veterinary medical education.
- Assumptions are derived from proponents of competency-based medical education.
Main Results:
- Assumption 1: Addresses shortcomings in graduate veterinarian competence.
- Assumption 2: Feasibility of identifying core competencies.
- Assumption 3: Benefits of teaching to defined learning outcomes.
- Assumption 4: Sequential articulation of competence development.
- Assumption 5: Feasibility of competency-focused, tailored instruction.
- Assumption 6: Value and feasibility of programmatic assessment with feedback.
Conclusions:
- While research does not unequivocally support all six assumptions, the potential benefits of adopting CBME in veterinary medical education appear promising.
- CBME offers a potentially valuable framework for enhancing veterinary training and graduate competence.
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