Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries

Area of Science:

• Medical Education
• Curriculum Development
• Health Professions Education

Background:

• Global trend towards Competency-Based Medical Education (CBME).
• Development of national CBME implementation guidelines (CBME Guides).
• Japan is a country developing its CBME framework.

Purpose of the Study:

• Analyze characteristics of CBME Guides from developed countries.
• Inform the revision of Japan's national CBME Guide.
• Facilitate effective CBME implementation in Japan.

Main Methods:

• Document analysis of CBME Guides from Canada, Singapore, Netherlands, UK, and US.
• Conducted by six Japanese medical education experts.
• Review of the analysis process itself.

Main Results:

• CBME Guides share commonalities in structure and content.
• Variations exist in terminology, expression, national systems, culture, and customs.
• Guide content evolves with medical technology, needs, and CBME understanding.

Conclusions:

• Analyzing guides from developed countries aids revision in developing countries.
• Revisions can better align guides with local social, cultural, and historical contexts.
• Supports effective, context-specific CBME implementation.