Shifting Paradigms: From Flexner to Competencies

By C. Carraccio, S. Wolfsthal, R. Englander, K. Ferentz, Christine Martin. Academic medicine : journal of the Association of American Medical Colleges, 2002

992 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/f8a01f8d6f82084c15cacc20447eee8d299a0269

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. O. ten Cate
4. R. Hoff
5. M. F. van der Schaaf
6. H. Bok
7. E. Holmboe

In General Health Professions

1. H. Peters
2. Huiju Carrie Chen
3. O. ten Cate
4. R. Hoff
5. M. F. van der Schaaf
6. E. Knebel
7. A. Greiner
8. B. Thorn

In Public Health, Environmental and Occupational Health

1. H. Peters
2. Huiju Carrie Chen
3. O. ten Cate
4. R. Hoff
5. M. F. van der Schaaf
6. E. Knebel
7. A. Greiner
8. H. Bok

Citations in the corpus

• The role of assessment in competency-based medical education (2010, background): “Nonetheless, assessment must also be based on ‘‘authentic’’ encounters and frequent direct observation (Carraccio et al. 2002; Williams et al. 2003; Govaerts et al. 2007).”
• Health Professions Education: A Bridge to Quality (2003, background): “However, the limited evidence that does exist points to improvements, such as better performance on licensing exams, associated with the use of competency– or outcome-based educational approaches (Carraccio et al., 2002).”
• Toward a definition of competency-based education in medicine: a systematic review of published definitions (2010, background): “…(Harden et al. 1999a; Harden et al. 1999b; Albanese et al. 2008b), as a contrast with time-based credentialing (Bell et al. 1997; Long 2000; Carraccio et al. 2002; Collins et al. 2007), or as an organizing paradigm that de-emphasizes process issues in medical training (Bell et al. 1997;…”
• Competency-based medical education: theory to practice (2010, methodology): “Calls for competency-based approaches to preparing professionals go back 60 years or more (Grant 1975; Spady 1977; Carraccio et al. 2002) Although an emphasis on program goals and objectives articulated in the work of Tyler (1949) and Mager (1997) was widely adopted in the early 20th century, others”
• The Competency Movement Within Psychology: An Historical Perspective (2007, background): “ment and widespread adoption of a culture of competence and its assessment (Carraccio et al., 2002).”
• Recognizing, Assessing, and Intervening With Problems of Professional Competence (2007, background): “…regard to the achievement of competence; assessment tools that effectively evaluate outcomes; training for evaluators in competency-based assessments; delineations of best practices in remediation; and buy-in from relevant constituency groups for every step in the process (Carraccio et al., 2002).”
• Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 (2015, background): “should be no possibility of graduating and finishing the programme if any of these is not mastered at the required level, compliant with the fundamental philosophy of competency-based medical education (Carraccio et al. 2002; Englander et al. 2014; ten Cate 2014c).”