Abstract
The fundamental pillar of a safe and efficient healthcare system is the competence of the healthcare providers. Judging whether a provider is competent is usually decided about by medical licensing boards. The dire need of competent practitioners has led to pushing the boundaries of mere licensing, and has led to the development of an approach that ensures the proficiency of a medical graduate, culminating into the conception of competency-based medical education (CBME). CBME is an approach to preparing physicians for practice who possess the desired knowledge, skills, and attitude outlined by the careful consideration of societal and patient needs. CBME has gained immense popularity and is broadly implemented in the health sciences during the past couple of decades. Gradually, many undergraduate as well as postgraduate training programs are shifting their curriculum to align with so-called “competency frameworks.” The most well-known among these are the Canadian CanMEDS framework, the Accreditation Council for Graduate Medical Education proposal, the Scottish Doctor learning outcomes, and the Dutch national framework
Recommended Citation
AlSheikh, Mona Hmoud and Zaini, Rania G.
(2018)
"Time to Develop Entrustable Professional Activities for the Saudi-Med Competency Framework,"
Health Professions Education: Vol. 4:
Iss.
3, Article 1.
DOI: 10.1016/j.hpe.2018.04.003
Available at:
https://hpe.researchcommons.org/journal/vol4/iss3/1
