Competency-based medical education: implementation, indicators, and assessment challenges
DOI:
https://doi.org/10.34117/bjdv11n12-061Keywords:
competency-based medical education, formative assessment, curriculum reform, medical training, programmatic evaluationAbstract
Background: Competency-Based Medical Education (CBME) has emerged as a transformative paradigm in medical training, emphasizing integrated development of knowledge, skills, attitudes, and values aligned with professional practice. Its implementation requires curricular restructuring, faculty development, and formative assessment systems capable of monitoring the longitudinal progression of competencies. Objective: To analyze scientific evidence regarding the implementation of CBME, focusing on assessment indicators and challenges reported in contemporary literature. Methods: A Narrative Literature Review was conducted following the PICo strategy (Population: medical students and institutions; Interest: implementation and assessment indicators of CBME; Context: medical education). Searches were performed in PubMed, Web of Science, Scopus, and ScienceDirect for studies published between 2014 and 2025, using DeCS/MeSH terms and free keywords related to competency assessment, programmatic evaluation, OSCE, feedback, and curriculum reform. Results: The reviewed studies demonstrate progressive curricular integration, active learning adoption, and diversification of formative assessment tools such as OSCE, Mini-CEX, reflective portfolios, multisource feedback, and digital tracking systems. These approaches enhance feedback culture, metacognitive skills, and learner autonomy. Persistent challenges include limited faculty preparedness, inconsistent evaluation criteria, lack of validated indicators, and institutional resistance to cultural change. Conclusion: CBME strengthens alignment between education and healthcare demands by promoting student-centered, reflective, and evidence-based learning. Its consolidation depends on faculty development, standardized assessment frameworks, and institutional investment in longitudinal, programmatic evaluation systems.
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