Competency based teaching: the need for a new approach to teaching clinical skills in the undergraduate medical education course.
This paper will argue that undergraduate medical courses are failing to provide students with adequate training in the area of clinical skills. Some of the reasons for this failure include changes in the health system leading to increasing commitments for clinicians, fewer patients as clinical case examples and limitations in current teaching methods. Current clinical teaching methods measure progress through completion of clinical "blocks" of learning and one-off clinical examinations. This paper offers an alternative approach to clinical teaching in undergraduate medicine. In this approach, each student's progress is measured through the attainment of a predetermined level of competency in dealing with a range of clinical conditions. Some of the benefits of a new approach to clinical teaching in undergraduate medicine include flexibility for both students and clinicians in terms of when and where clinical learning can occur, a significant emphasis on active learning, and increased generalization and integration of learning.
Sanson-Fisher
R W
RW
Department of Health Behaviour, University of Newcastle Faculty of Medicine and Health, Room 267, David Maddison Building, King Street, Newcastle, NSW 2300, Australia. rob.sanson-fisher@newcastle.edu.au
Rolfe
I E
IE
Williams
N
N
D002983:Clinical Competence; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement / Q000379:methods; D006801:Humans; D018794:Problem-Based Learning / Q000379:methods; D011361:Professional Competence; D013663:Teaching / Q000379:methods* / Q000458:organization & administration