标题：Hands in medicine:understanding the impact of competency_x0002_based education on the formation of medical students’ identities in the United States
期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2016
卷号：13
期号：1
页码：1-5
DOI：10.3352/jeehp.2016.13.31
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Purpose:There have been critiques that competency training,which defines the roles of a physician by simple,discrete tasks or measurable competencies,can cause students to compartmentalize and focus mainly on being assessed with_x0002_out understanding how the interconnected competencies help shape their role as future physicians.Losing the meaning and interaction of competencies can result in a focus on 'doing the work of a physician’ rather than identity formation and 'being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity.Methods:Three ceramic models representing three core competencies 'medical knowledge,’ 'patient care,’ and 'professionalism’ were used as sensitizing objects,while medical students reflected on the impact of competency-based education on identity formation.Qualitative analysis was used to identify common themes.Results:Students across all four years of medical school related to the 'professionalism’ competency domain (50%).They reflected that 'being an empathetic physician’ was the most important competency.Overall,students agreed that competency?based education played a significant role in the formation of their identity.Some students reflected on having difficulty in visualizing the interconnectedness between competencies,while others did not.Students reported that the assess?ment structure deemphasized 'professionalism’ as a competency.Conclusion:Students perceive 'professionalism’ as a competency that impacts their identity formation in the social role of 'being a doctor,’ albeit a competency they are less likely to be assessed on.High-stakes exams,including the United States Medical Licensing Exam clinical skills exam,pro?mote this perception.
关键词：Purpose:There have been critiques that competency training,which defines the roles of a physician by simple,discrete tasks or measurable competencies,can cause students to compartmentalize and focus mainly on being assessed with_x0002_out understanding how the interconnected competencies help shape their role as future physicians.Losing the meaning and interaction of competencies can result in a focus on 'doing the work of a physician’ rather than identity formation and 'being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity.Methods:Three ceramic models representing three core competencies 'medical knowledge,’ 'patient care,’ and 'professionalism’ were used as sensitizing objects,while medical students reflected on the impact of competency-based education on identity formation.Qualitative analysis was used to identify common themes.Results:Students across all four years of medical school related to the 'professionalism’ competency domain (50%).They reflected that 'being an empathetic physician’ was the most important competency.Overall,students agreed that competency?based education played a significant role in the formation of their identity.Some students reflected on having difficulty in visualizing the interconnectedness between competencies,while others did not.Students reported that the assess?ment structure deemphasized 'professionalism’ as a competency.Conclusion:Students perceive 'professionalism’ as a competency that impacts their identity formation in the social role of 'being a doctor,’ albeit a competency they are less likely to be assessed on.High-stakes exams,including the United States Medical Licensing Exam clinical skills exam,pro?mote this perception.
