Competence By Design: a transformational national model of time-variable competency-based postgraduate medical...

Area of Science:

• Medical Education
• Health Professions Education
• Competency-Based Education

Background:

• Postgraduate medical education (PGME) faces global criticism regarding graduate variability, patient safety, and assessment methods.
• Competency-based medical education (CBME) is proposed as a solution, focusing on measurable graduate outcomes.
• Large-scale implementation models for CBME are scarce in published literature.

Purpose of the Study:

• To describe the rationale and design of a national, multi-specialty CBME system.
• To present Competence by Design (CBD) as a model for large-scale CBME implementation.
• To share lessons learned from the early stages of CBD implementation.

Main Methods:

• Development of a national, time-variable, multi-specialty postgraduate medical education system.
• Bundling of fourteen innovations to create the Competence by Design (CBD) system.
• Utilizing the Van Melle Core Components of CBME as a framework for transformation.

Main Results:

• Successful large-scale implementation of a competency-based medical education system (CBD).
• Demonstration that CBME can be effectively implemented across multiple specialties and at scale.
• Identification of key lessons from the initial rollout of CBD.

Conclusions:

• Competence by Design provides a viable model for large-scale competency-based medical education.
• The findings suggest CBME can be successfully implemented to address PGME challenges.
• Lessons from CBD can guide future CBME initiatives in health professions globally.