Beyond competency-based continuing professional development

Matthew J. Links*

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

10 Citations (Scopus)

Abstract

Competency based medical education (CBME) has become the default for undergraduate and post-graduate medical education (PGME) but its role in continuing professional development (CPD) is under discussion. Some critical differences between CPD and PGME are identified and these differences applied to: the relative roles of competence and performance; existing criticisms of CBME; heutagogy as a learning theory; and post-modernism as an underlying philosophical perspective. The argument is made that the characteristics of CPD fit with performance based medical education, a heutagogical learning theory, a focus on capabilities, rather than competencies; and a post-modern perspective.

Original languageEnglish
Pages (from-to)253-258
Number of pages6
JournalMedical Teacher
Volume40
Issue number3
DOIs
Publication statusPublished - 4 Mar 2018
Externally publishedYes

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