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Competency Perspective on Teaching
- Teaching and Learning Grounded in Real-Life Experiences
From the earliest conception of competency-based education in the 1960’s, competencies have been framed as the active performance of real-life roles consistent with effective practice. Competencies are composed of more than knowledge and skills; they are knowledge and skills and attitudes synthesized into effective performance. The ACGME competency domains are all essential to the practice of medicine, with their sub-goals framed in performance (click here to review general competencies).
- Much of residency education occurs as residents are performing patient care activities in the same settings where professional practice will occur. Thus residency education exemplifies this aspect of CBE.
- Learning opportunities provided through lectures, conferences, and independent reading are not as close to “real-life” as the experiential learning that takes place in the clinical setting. Nonetheless, they are consistent with CBE when they focus on the actual problems of patients and their families, as well as on the problems inherent in the delivery of efficient, effective, compassionate health care. These learning opportunities should be based in real or simulated clinical problems, and should be guided by experienced faculty using reflections, questions, assignments, and feedback.
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