Impact of a Competency-Based Curriculum on Medical Student Advancement: A Ten-Year Analysis.
Background: In 1999, the Indiana University School of Medicine implemented a new curriculum based on the attainment of core competencies beyond medical knowledge. Purpose: The objective was to document how the Student Promotions Committee (SPC) has adjudicated students’ competency-related deficienci...
| Publicado en: | Teaching & Learning in Medicine Vol. 23; no. 3; pp. 207 - 215 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul-Sep2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104559973&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104559973 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10401334 7N0 jtl: Teaching & Learning in Medicine issn: 10401334 maglogo: N pubinfo: dt: Jul-Sep2011 vid: 23 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104559973 74638035 10.1080/10401334.2011.586910 NLM21745054 104559973 ppf: 207 ppct: 8 formats: tig: atl: Impact of a Competency-Based Curriculum on Medical Student Advancement: A Ten-Year Analysis. aug: au: Brokaw, James J. Torbeck, Laura J. Bell, Mary A. Deal, Dennis W. affil: Admissions and Medical Student Affairs, Indiana University School of Medicine, USA sug: subj: Education, Medical Course Evaluation Clinical Competence Education Academic Performance Human Indiana Committees Students, Medical Documentation Evaluation Professional Knowledge Professionalism Self Concept Student Discipline Descriptive Statistics Chi Square Test Data Analysis Software ab: Background: In 1999, the Indiana University School of Medicine implemented a new curriculum based on the attainment of core competencies beyond medical knowledge. Purpose: The objective was to document how the Student Promotions Committee (SPC) has adjudicated students’ competency-related deficiencies over the past decade. Methods: Using SPC records, the authors determined the frequency of competency-related deficiencies reported to the SPC over time, the nature of those deficiencies, and how the deficiencies were remediated. For the purposes of this study, traditional knowledge-related deficiencies like course failures were excluded from analysis. Results: From 1999 to 2009, 191 students (138 male, 53 female) were referred to the SPC for competency-related deficiencies in 8 performance domains involving communication, basic clinical skills, lifelong learning, self-awareness, social context, ethics, problem solving, and professionalism. By comparison, 1,090 students were referred to the SPC for knowledge-related deficiencies during this time. Collectively, the 191 students were cited for 317 separate competency-related deficiencies (M ± SD = 1.7 ± 1.3; range = 1–10). Of these 317 deficiencies, the most prevalent were in the competencies of professionalism (29.3%), basic clinical skills (28.4%), and self-awareness (17.7%). Each of the remaining competencies constituted less than 10% of the total. Successful remediation utilized 12 methods ranging from a simple warning letter to repeating the year under close monitoring. Remediation was unsuccessful for 17 students (8.9%) who were dismissed from medical school primarily due to unprofessional behaviors and poor self-awareness. Conclusions: Competency-related deficiencies can be identified and remediated in most cases, but deficiencies in professionalism and self-awareness are especially challenging. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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