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Competency Is Not Enough: Integrating Identity Formation Into the Medical Education Discourse

Competency Is Not Enough: Integrating Identity Formation Into the Medical Education Discourse Despite the widespread implementation interconnectedness of how physician training. Including identity alongside of competency-based medical roles shape future physicians. To address competency allows a reframing of education, there are growing concerns these concerns, the authors argue that approaches to medical education away that generally focus on the translation an expanded approach be taken that from an exclusive focus on “doing of physician roles into “measurable includes a focus on professional identity the work of a physician” toward a competencies.” By breaking medical development. The authors provide a broader focus that also includes training into small, discrete, measurable conceptual analysis of the issues and “being a physician.” The authors tasks, it is argued, the medical education language related to a broader focus on consider the salient literature on community may have emphasized too understanding the relationship between identity that can inform this expanded heavily questions of assessment, thereby the development of competency and the perspective about medical education missing the underlying meaning and formation of identities during medical and training. Competency-based education has Despite its widespread implementation, be competent, with an understanding of a growing number of concerns are being how trainees become physicians ready become prominent in undergraduate 6–10 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Medicine Wolters Kluwer Health

Competency Is Not Enough: Integrating Identity Formation Into the Medical Education Discourse

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References (45)

Publisher
Wolters Kluwer Health
Copyright
© 2012 by the Association of American Medical Colleges
ISSN
1040-2446
eISSN
1938-808X
DOI
10.1097/ACM.0b013e3182604968
Publisher site
See Article on Publisher Site

Abstract

Despite the widespread implementation interconnectedness of how physician training. Including identity alongside of competency-based medical roles shape future physicians. To address competency allows a reframing of education, there are growing concerns these concerns, the authors argue that approaches to medical education away that generally focus on the translation an expanded approach be taken that from an exclusive focus on “doing of physician roles into “measurable includes a focus on professional identity the work of a physician” toward a competencies.” By breaking medical development. The authors provide a broader focus that also includes training into small, discrete, measurable conceptual analysis of the issues and “being a physician.” The authors tasks, it is argued, the medical education language related to a broader focus on consider the salient literature on community may have emphasized too understanding the relationship between identity that can inform this expanded heavily questions of assessment, thereby the development of competency and the perspective about medical education missing the underlying meaning and formation of identities during medical and training. Competency-based education has Despite its widespread implementation, be competent, with an understanding of a growing number of concerns are being how trainees become physicians ready become prominent in undergraduate 6–10

Journal

Academic MedicineWolters Kluwer Health

Published: Sep 1, 2012

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