Competency-based medical education: theory to practice

By J. Frank, L. Snell, O. Cate, E. Holmboe, C. Carraccio, S. Swing, Peter G Harris, N. Glasgow, C. Campbell, D. Dath and 10 more. Medical Teacher, 2010

2,324 citations recorded by the source corpus.

Subfields: Family Practice, General Health Professions, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/15d85edcb3f68177a567bcab4c1f05945697f6ea

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Family Practice

1. H. Peters
2. Huiju Carrie Chen
3. Hyun Soo Chung
4. O. ten Cate
5. J. E. Sullivan
6. Barry Issenberg
7. R. Hoff
8. L. Devine

In General Health Professions

1. H. Peters
2. Huiju Carrie Chen
3. O. ten Cate
4. M. Bogo
5. R. Hoff
6. M. F. van der Schaaf
7. H. Bok
8. C. Regehr

In Public Health, Environmental and Occupational Health

1. Edward P. Shafranske
2. C. Falender
3. H. Peters
4. Huiju Carrie Chen
5. Hyun Soo Chung
6. O. ten Cate
7. J. E. Sullivan
8. M. Bogo

Citations in the corpus

• Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 (2015, background): “It de-emphasises time-based training and promises a greater accountability, flexibility, and learner-centeredness’’ (Frank et al. 2010).”
• Toward Understanding Meta-Competence: An Analysis of Students' Reflection on their Simulated Interviews (2013, background): “…this perspective on competence appears to emanate from a positivist, behaviorist paradigm or managerial position and has been critiqued in social work and related disciplines as ‘creating endless nested lists of abilities that frustrate learners and teachers alike’ (Frank et al., 2010, p. 643).”
• Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82 (2013, methodology): “Challenges in implementing simulation-based educational interventions using mastery learning principles are similar to those encountered when developing any rigorous, competency-based educational intervention (Frank et al. 2010).”
• The Importance of Competency-based Clinical Supervision and Training in the Twenty-first Century: Why Bother? (2012, result): “Similar developments are found in other countries, e.g., the United Kingdom as discussed by Milne (2009) in respect to clinical psychology and by Hardin et al. (1999) and more recently by Frank et al. (2010) in respect to medical education.”