Fiffi Boman, Martin Stafström, Nils Lundin, Mahnaz Moghadassi, Carl-Johan Törnhage, Per-Olof Östergren
Comparing parent and teacher assessments of mental health in elementary school children
Scandinavian journal of public health
shifting competencybased cbme timebound curricular structure challenging undergraduate medical education ume setting number reasons examples broad scale cbmedriven interventions make ume program less timebound however given range student ability varying speed acquisition competencies area need focus paper describes model uses macro structure ume program make ume curricula less timebound driven student competency acquisition individual student goals 3 1 curricular model derived mission school includes 3year core curriculum students complete individualized phase students 18 month individualized educational program meets developmental needs educational professional goals achieved highly structured advising system including creation individualized learning plan driven specific goals targeted entrustable professional activities epa students struggle achieving core competencies use individualized time support competency development epa acquisition students mastered core competencies options include obtaining masters degree clinical immersion research communitybased experiences students also graduate 3year core curriculum enter residency one year early structural approaches may contribute norming developmental nature medical education advance culture systems support cbme implementation ume level