Fairness: the hidden challenge for competency-based postgraduate medical education programs

Perspectives on Medical Education

Mary Elizabeth Herring¹  Colleen Y. Colbert¹  Elaine F. Dannefer²  Judith C. French² 

[1] Case Western Reserve University;Cleveland Clinic

关键词: Fairness;    Assessment;    Postgraduate medical education;    Competency based medical education;   

DOI  :  10.1007/s40037-017-0359-8

学科分类：医学（综合）

来源: Bohn Stafleu van Loghum B.V.

【 摘 要 】

Competency-based medical education systems allow institutions to individualize teaching practices to meet the needs of diverse learners. Yet, the focus on continuous improvement and individualization of curricula does not exempt programs from treating learners in a fair manner. When learners fail to meet key competencies and are placed on probation or dismissed from training programs, issues of fairness may form the basis of their legal claims. In a literature search, we found no in-depth examination of fairness. In this paper, we utilize a systems lens to examine fairness within postgraduate medical education contexts, focusing on educational opportunities, assessment practices, decision-making processes, fairness from a legal standpoint, and fairness in the context of the learning environment. While we provide examples of fairness issues within US training programs, concerns regarding fairness are relevant in any medical education system which utilizes a competency-based education framework.

【 授权许可】

CC BY