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The MAL concept aligns with competency-based medical education, [4] [5] which is becoming more common and focuses on defining specific competencies or skills required for effective practice, assessing learners based on these competencies, and allowing progression based on demonstrated proficiency rather than time-based criteria.
The last decades of the 20th century saw a pronounced shift in medical education, with a growing emphasis on competency-based medical education (CBME). Especially in English-speaking countries like the USA, UK, Canada, and Australia, there was an increasing call to ensure that medical graduates had specific competencies to guarantee patient ...
That year, the Accreditation Council for Graduate Medical Education also included systems-based practice as one of its six core competency domains. [11] In 2001, the Health Resources and Services Administration funded an 18-medical-school consortium to launch several pilots related to systems-based education. [12]
The SCORE Curriculum Outline is based on the six physician competencies defined by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties: patient care and procedural skills; medical knowledge; professionalism; communication; practice-based learning; and systems-based practice. [2]
Medical education is education related to the practice of being a medical practitioner, including the initial training to become a physician (i.e., medical school and internship) and additional training thereafter (e.g., residency, fellowship, and continuing medical education). Medical education and training varies considerably across the world.
Doctors are referred to CPEP for competency assessments [1] from different organizations, including hospitals, medical groups and state medical boards. The CPEP approach to physician competency evaluation and assessment has three major components: clinical competence assessment, educational intervention, and post-educational evaluation.
The core body of knowledge that defines an area of medical specialization is referred to as the core competencies for that specialty. Core competencies are developed through detailed review of the medical literature combined with review by recognized experts from established medical specialties, experts within the new area of specialization and experts from outside the medical profession.
These course requirements are expected to change since the MR5 Committee, charged with revising the MCAT has created a new set of core competencies for success in medical education and practice. Those core competencies will include a greater emphasis on molecular genetics within the biology curriculum and will include biochemistry.
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