Lin-Yuan Huang, Meei-Shyuan Lee, Po-Huang Chiang, Yi-Chen Huang, Mark L Wahlqvist
Household and schooling rather than diet offset the adverse associations of height with school competence and emotional disturbance among Taiwanese girls
Public health nutrition
widespread adoption competencybased medical education cbme resulted explicit focus learners abilities effectively demonstrate achievement competencies required safe unsupervised practice cbme implementation yielded many benefits focusing explicitly learners curricula may unintentionally overlooking learners becoming ie formation professional identities integrating professional identity formation pif curricula potential positively influence professionalism wellbeing inclusivity however issues related definition assessment operationalization pif made difficult embed curricular imperative cbme paper aims outline path towards reconciliation pif cbme better support development physicians best suited meet needs society begin reconcile cbme pif paper defines three contradictions must resolved namely 1 cbme attends behavioral outcomes whereas pif attends developmental processes 2 cbme emphasizes standardization whereas pif emphasizes individualization 3 cbme organizes assessment around observed competence whereas assessment pif inherently holistic subsequently authors identify curricular opportunities address contradictions incorporating processbased outcomes curricula recognizing individualized contextualized nature competence incorporating guided selfassessment coaching mentorship programs addition authors highlight future research directions related contradiction goal reconciling medical education