Petra Křížová, Lucie Himmlová, Petr Chramosta, David Vařejčko, Jana Vašáková, Wanda Urbanová
Oral health in youth with visual impairment: A longitudinal survey
Scientific reports
curricula postgraduate medical education transformed since introduction competency based medical education cbme postgraduate training plans offer broader training different competencies outcomebased approach addition medical technical aspects training however cbme also challenges past years critical views shared potential drawbacks cbme assessment burden conflicts practicality workplace recent studies identified need better understanding evolving concept cbme translated curriculum design implemented practice postgraduate training aim study describe development cbme translations curriculum design based three consecutive postgraduate training programs spanning 17 years performed document analysis three consecutive dutch gynecology obstetrics training plans implemented 2005 2013 2021 used template analysis identify changes time time cbmebased curriculum design changed several domains assessment changed model focus summative decision one emphasis formative lowstakes assessments aimed supporting learning training plans evolved parallel evolving educational insights eg placing increasing emphasis personal development curricula focused competencybased concept introducing training modules personalized authorization based feedback rather set duration internships increasing freedom personalized training trajectories training plans together increasing trust towards resident way cbme translated training plans evolved course 17 years experience cmbebased education main areas change structure training plans became increasingly open degree learning outcomes mandatory way outcomes assessed