Format

Send to

Choose Destination
Med Teach. 2013;35(2):115-9. doi: 10.3109/0142159X.2012.733837. Epub 2012 Oct 26.

Competency-based education in family medicine.

Author information

1
Department of Family Medicine, University of Toronto, St. Michael's Hospital, Toronto, ON, Canada. karl.iglar@utoronto.ca

Abstract

BACKGROUND:

As a way of demonstrating an objective assessment of trainee competence, the College of Family Physicians of Canada has recently approved a competency-based framework known as CanMEDS-FM. All training programs in family medicine in Canada will be required to demonstrate the development of curriculum and evaluation methods based on the roles defined by the framework.

AIM:

This article describes the rationale and the approach used to develop a competency-based education curriculum in the postgraduate family medicine program at the University of Toronto.

METHOD:

The authors describe a systematic approach to curriculum development which includes the formation of a central steering committee, content development by faculty experts, mapping of curriculum to an accreditation framework, and a faculty consensus exercise. We discuss challenges to development and implementation of a competency-based framework as well as areas that require further work and development.

CONCLUSIONS:

The competency-based curriculum is both a new method of learning for residents and, a new method of teaching for faculty. While there are many potential benefits and challenges, this article focuses on the model's utility in terms of flexible learner-centered educational design, as well as its ability to identify learners' strengths and needs.

PMID:
23102055
DOI:
10.3109/0142159X.2012.733837
[Indexed for MEDLINE]

Supplemental Content

Full text links

Icon for Taylor & Francis
Loading ...
Support Center