The effect of implementing undergraduate competency-based medical education on students' knowledge acquisition, clinical performance and perceived preparedness for practice: A comparative study

BMC Medical Education

Volumn 13, Issue 1, 2013, Pages

  Kerdijk, Wouter ^a   Snoek, Jos W ^a   Van Hell, Elisabeth A ^a   Cohen Schotanus, Janke ^a  

^a UNIVERSITY MEDICAL CENTER GRONINGEN   (Netherlands)

Author keywords

Active learning; Clinical performance; Competence; Competency based education; Curriculum comparison; Curriculum development; Medical education; Progress test; Self efficacy; Undergraduate medical education

Indexed keywords

CLINICAL COMPETENCE; COMPARATIVE STUDY; CURRICULUM; EDUCATION; FEMALE; HUMAN; MALE; MEDICAL EDUCATION; PROCEDURES; STANDARDS; ARTICLE; METHODOLOGY; STANDARD;

CLINICAL COMPETENCE; COMPETENCY-BASED EDUCATION; CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; MALE;

EID: 84878045579     PISSN: None     EISSN: 14726920     Source Type: Journal    
DOI: 10.1186/1472-6920-13-76     Document Type: Article

References (40)

1. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Frank JR, Danoff D, Med Teach 2007 29 642 647 10.1080/01421590701746983 18236250 (Pubitemid 351200661)
2. Competency-based medical education: theory to practice. Frank JR, Snell LS, Ten Cate O, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, Harden RM, Iobst W, Long DM, Mungroo R, Richardson DL, Sherbino J, Silver I, Taber S, Talbot M, Harris KA, Med Teach 2010 32 638 645 10.3109/0142159X.2010.501190 20662574
3. Outcome-based education: the future is today. Harden RM, Med Teach 2007 29 625 629 10.1080/01421590701729930 18236247 (Pubitemid 351200658)
4. The Scottish doctor-learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners. Simpson JG, Furnace J, Crosby J, Cumming AD, Evans PA, David MF, Harden RM, Lloyd D, McKenzie H, McLachlan JC, McPhate GF, Percy-Robb I, MacPherson SG, Med Teach 2002 24 136 143 10.1080/01421590220120713 12098432 (Pubitemid 34308712)
5. AMEE guide No. 14: outcome-based education: Part 2-planning, implementing and evaluating a competency-based curriculum. Smith SR, Dollase R, Med Teach 1999 21 15 22 10.1080/01421599979978 (Pubitemid 29092475)
6. Education reform and competency-based education. Moon Y, Asia Pac Educ Rev 2007 8 2 337 341 10.1007/BF03029267
7. Building a competency-based curriculum: the agony and the ecstasy. Albanese MA, Mejicano G, Anderson WM, Gruppen L, Adv Health Sci Educ 2010 15 439 454 10.1007/s10459-008-9118-2
8. Medical education in the Netherlands. Ten Cate O, Med Teach 2007 29 752 757 10.1080/01421590701724741 18236272
9. Introducing competency-based postgraduate medical education in the Netherlands. Scheele F, Teunissen P, Luijk SV, Heineman E, Fluit L, Mulder H, Meininger A, Wijnen-Meijer M, Glas G, Sluiter H, Hummel T, Med Teach 2008 30 248 253 10.1080/01421590801993022 18484450 (Pubitemid 351943179)
10. Frank JR, The CanMEDS 2005 Physician Competency Framework. Better Standards. Better Physicians. Better Care Royal College of Physicians and Surgeons of Canada: Ottawa, ON 2005
11. Accreditation Council for Graduate Medical Education (ACGME), Common Program Requirements: General Competencies http://www.acgme.org/acgmeweb/tabid/ 83/ProgramandInstitutionalGuidelines.aspx
12. Defining characteristics of educational competencies. Albanese MA, Mejicano G, Mullan P, Kokotailo P, Gruppen L, Med Educ 2008 42 3 248 255 10.1111/j.1365-2923.2007.02996.x 18275412 (Pubitemid 351230175)
13. Learning objectives for medical student education-Guidelines for medical schools: report I of the medical school objectives project. The Medical School Objectives Writing Group, Acad Med 1999 74 13 18 9934288
14. González J, Wagenaar R, Tuning Educational Structures in Europe II: Universities' Contribution to the Bologna Process-phase 2 Bilbao & Groningen: University of Deusto & University of Groningen 2005
15. Shifting paradigms: from Flexner to competencies. Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C, Acad Med 2002 77 361 367 10.1097/00001888-200205000-00003 12010689 (Pubitemid 34526146)
16. Knowledge and clinical problem-solving. Norman GR, Tugwell P, Feightner JW, Muzzin LJ, Jacoby LL, Med Educ 1985 19 344 356 10.1111/j.1365-2923.1985. tb01336.x 4058332
17. Medical education and society. Murray TJ, CMAJ 1995 153 1433 1436 7585369
18. The new competencies and their impact on resident training in ophthalmology. Lee AG, Surv Ophthalmol 2003 48 651 662 10.1016/j.survophthal. 2003.08.009 14609711 (Pubitemid 37386282)
19. Toward a definition of competency-based education in medicine: a systematic review of published definitions. Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T, Med Teach 2010 32 631 637 10.3109/0142159X.2010.500898 20662573
20. Bandura A, Social Foundations of Thought and Action: a Social Cognitive Theory Englewood Cliffs, NJ: Lawrence Erlbaum 1986
21. Thinking about learning: implications for principle-based professional education. Mann KV, J Contin Educ Health Prof 2002 22 69 76 10.1002/chp. 1340220202 12099122
22. Heineman MJ, Schuling J, Wiersma H, Briët JW, Cohen-Schotanus J, Hiemstra RJ, Karg A, Kroese FGM, Post D, Snoek JW, Strating WJ, Blueprint G2010: Revised Medical Curriculum: Competencies, Assessment, Differentiation Groningen: Institute for Medical Education, University of Groningen 2004
23. Van Rossum HJM, Cohen-Schotanus J, Hulstaert C, Mantingh A, Poppema S, Roerdink F, Zwierstra R, Curriculum 2000: The Patient-Oriented Curriculum at the University of Groningen Groningen: University of Groningen, Faculty of Medical Sciences 2000
24. Alternating skills training and clerkships to ease the transition from preclinical to clinical training. Van Hell EA, Kuks JBM, Borleffs JCC, Cohen-Schotanus J, Med Teach 2011 33 689 e696 10.3109/0142159X.2011.611837 22225452
25. Why the ethics of medical education research differs from that of medical research. Ten Cate O, Med Educ 2009 43 608 610 10.1111/j.1365-2923.2009.03385.x 19573180
26. Research ethics requirements for medical education. Eva KW, Med Educ 2009 43 194 195 10.1111/j.1365-2923.2008.03285.x 19250343
27. World Medical Association (WMA), World Medical Association declaration of Helsinki: Ethical principles for medical research involving human subjects [ http://www.wma.net/en/30publications/10policies/b3/17c.pdf ]
28. University of Groningen, regeling bescherming persoonsgegevens studenten en personeel (privacy policy for students and personnel). [ http://www.rug.nl/ bureau/expertisecentra/abjz/producten/pdf/regelingBeschermingPersoonsgegevens. pdf ]
29. Van Herwaarden CLA, Laan RFJM, Leunissen RRM, The 2009 Framework for Undergraduate Medical Education in the Netherlands Utrecht: Dutch Federation of University Medical Centres 2009
30. Cross institutional collaboration in assessment: a case on progress testing. Van der Vleuten CPM, Schuwirth LWT, Muijtjens AMM, Thoben AJNM, Cohen-Schotanus J, Van Boven CPA, Med Teach 2004 26 719 725 10.1080/ 01421590400016464 15763876 (Pubitemid 40125008)
31. Collaboration on progress testing in medical schools in the Netherlands. Schuwirth L, Bosman G, Henning RH, Rinkel R, Wenink ACG, Med Teach 2010 32 476 479 10.3109/0142159X.2010.485658 20515376
32. Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students. Schmidt HG, Cohen-Schotanus J, Arends LR, Med Educ 2009 43 211 218 10.1111/j.1365-2923.2008.03287.x 19250347
33. Influence of clerkship experiences on clinical competence. Wimmers PF, Schmidt HG, Splinter TAW, Med Educ 2006 40 450 458 10.1111/j.1365-2929.2006. 02447.x 16635125
34. Benchmarking by cross-institutional comparison of student achievement in a progress test. Muijtjens AMM, Schuwirth LWT, Cohen-Schotanus J, Thoben AJNM, van der Vleuten CPM, Med Educ 2008 42 1 82 88 18181848
35. A cognitive perspective on medical expertise: theory and implications. Schmidt HG, Norman GR, Boshuizen HPA, Acad Med 1990 65 611 621 10.1097/00001888-199010000-00001 2261032 (Pubitemid 20367295)
36. PBL in the undergraduate MD Program at McMaster University: three iterations in three decades. Neville AJ, Norman GR, Acad Med 2007 82 370 374 10.1097/ACM.0b013e318033385d 17414193 (Pubitemid 46597449)
37. Strategic planning in medical education: enhancing the learning environment for students in clinical settings. Gordon J, Hazlett C, ten Cate O, Mann K, Kilminster S, Prince K, O'Driscoll E, Snell L, Newble D, Med Educ 2000 34 841 850 10.1046/j.1365-2923.2000.00759.x 11012934
38. Transition to clinical training: influence of pre-clinical knowledge and skills, and consequences for clinical performance. Van Hell EA, Kuks JBM, Schönrock-Adema J, van Lohuizen MT, Cohen-Schotanus J, Med Educ 2008 42 830 837 10.1111/j.1365-2923.2008.03106.x 18564098 (Pubitemid 352019167)
39. Features of assessment learners use to make informed self-assessments of clinical performance. Sargeant J, Eva KW, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer JM, Loney E, Mann KV, van der Vleuten CPM, Med Educ 2011 45 636 647 10.1111/j.1365-2923.2010.03888.x 21564201
40. Schwenk TL, Whitman N, The physician as Teacher Baltimore: Williams & Wilkins 1987