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Competency-based education in family medicine

机译：家庭医学中基于能力的教育

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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.
机译：背景：作为证明对学员能力进行客观评估的一种方法，加拿大家庭医师学院最近批准了一种基于能力的框架，即CanMEDS-FM。将要求加拿大进行所有家庭医学培训计划，以证明根据框架定义的作用制定课程和评估方法。目的：本文介绍了多伦多大学研究生家庭医学课程中开发基于能力的教育课程的基本原理和方法。方法：作者描述了课程开发的系统方法，包括组建中央指导委员会，教职专家开发内容，将课程映射到认证框架以及教职员工达成共识。我们讨论了基于权限的框架的开发和实施面临的挑战以及需要进一步工作和发展的领域。结论：基于能力的课程既是居民学习的一种新方法，也是教师教学的一种新方法。尽管存在许多潜在的好处和挑战，但本文将重点关注该模型在以学习者为中心的灵活教育设计方面的效用，以及其识别学习者的优势和需求的能力。

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