Rani Mungroo

TL;DR: The evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design is described.

TL;DR: This is the first comprehensive systematic review of the medical education literature related to CBE definitions and identifies 4 major themes and 6 sub-themes and a new definition of CBE was synthesized.

TL;DR: Key components of this change include the development of valid and reliable assessment tools such as work-based assessment using direct observation, frequent formative feedback, and learner self-directed assessment.

TL;DR: The authors explored the experiences of residents in Canadian training programs that had implemented competency-based medical education (CBME) and found that residents felt that assessments lacked meaning as supervisors focused on checking-boxes or provided overly broad, non-specific comments.