Competency-based and less time-bound
A new approach to the macro-structure of a medical school curriculum
Bibliographic Data
| ID | 15328786 |
|---|---|
| Authors | Miriam Hoffman (0000-0002-1277-8173, Hackensack Meridian School of Medicine, corresponding author), Lindsey Dedow (Hackensack Meridian School of Medicine), Jeffrey Boscamp (Hackensack Meridian School of Medicine) |
| Year | 2024 |
| Volume | 29 |
| Issue | 1 |
| Pages | 2343205-2343205 |
| Publication date | 2024-04-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10872981.2024.2343205 |
| PMID | 38626425 |
| OpenAlex | W4394857346 |
| Language | EN |
| Citations received | 1 |
| References cited | 8 |
Shifting to a competency-based (CBME) and not time-bound curricular structure is challenging in the undergraduate medical education (UME) setting for a number of reasons. There are few examples of broad scale CBME-driven interventions that make the UME program less time-bound. However, given the range of student ability and varying speed of acquisition of competencies, this is an area in need of focus. This paper describes a model that uses the macro structure of a UME program to make UME curricula less time-bound, and driven more by student competency acquisition and individual student goals. The 3 + 1 curricular model was derived from the mission of the school, and includes a 3-year core curriculum that all students complete and an individualized phase. Students have an 18 month individualized educational program that meets their developmental needs and their educational and professional goals. This is achieved through a highly structured advising system, including the creation of an Individualized Learning Plan, driven by specific goals and targeted Entrustable Professional Activities (EPA). Students who struggle in achieving core competencies can use individualized time to support competency development and EPA acquisition. For students who have mastered core competencies, options include obtaining a masters degree, clinical immersion, research, and community-based experiences. Students can also graduate after the 3-year core curriculum, and enter residency one year early. Structural approaches such as this may contribute to the norming of the developmental nature of medical education, and can advance culture and systems that support CBME implementation at the UME level
Core competency · Curriculum · Macro · Management · Medical education · Pedagogy · Plan (archaeology · Psychological intervention · Computer Science · Innovations in Medical Education · Interprofessional Education and Collaboration · Medical Education and Admissions · Medicine · Nursing · Psychology
EQual Rubric Evaluation of the Association of American Medical Colleges’ Core Entrustable Professional Activities for Entering Residency
Evolution of an Accelerated 3-Year Pathway to the MD Degree
Hackensack Meridian School of Medicine at Seton Hall University
The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education
The Association of American Medical Colleges
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |