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Competency-based medical education for the clinician-educator: the coming of Milestones version 2

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Abstract

Competency-based medical education is emphasized by institutions overseeing medical school and postgraduate training worldwide. The high rate of preventable errors in medicine underscores this need. Expanding physician competency beyond the domains of patient care and medical knowledge towards goals that emphasize a more holistic view of the healthcare system is one aspect of this emphasis. The Accreditation Council on Graduate Medical Education (ACGME), which oversees postgraduate training programs in the USA, has recently expanded to oversee training programs internationally. The original ACGME Milestones effort unveiled in 2013 was met with skepticism. Nevertheless, other outcomes-based education programs worldwide, including the CanMEDS framework (Canada), Tomorrow’s Doctor (UK), and Scottish Doctor (Scotland), have suggested that milestones do offer advantages. Missing from the milestone rollout, however, was collaborative buy-in from multiple stakeholders such as from clinician-educators. Consequently, Milestones version 2 is in development. Specifically, these will address the need for specialty-specific milestones, and the usage of harmonized milestones. A concise history of the push towards outcomes-based medical education is presented and contextualized for physicians who must embrace the transition from teacher-based to learner-based outcomes.

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Correspondence to Karina D Torralba.

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Part of the Topical Collection entitled ‘Empowering Medical Education to Transform: Learnings from an international perspective

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Torralba, K.D., Jose, D. & Katz, J.D. Competency-based medical education for the clinician-educator: the coming of Milestones version 2. Clin Rheumatol (2020). https://doi.org/10.1007/s10067-020-04942-7

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Keywords

  • Competency-based medical education
  • Medical education
  • Milestones
  • Outcomes-based education