輔導醫事職類建立核心能力及關鍵性專業能力指標之經驗

Experience of Mentoring Healthcare Professionals in Developing Core Competencies and Key Professional Capability Indicators

能力導向醫學教育(competency-based medical education, CBME)在近半個世紀以來，被倡導為醫學教育的主流。為增進醫師以外之各職類醫事人員之學（公）會就各該職類的CBME、可信任專業活動(entrustable professional activities, EPAs)發展之共識，本團隊協同14個職類之學（公）會，擬定其專屬之核心、次核心能力及EPAs，並研訂CBME訓練之展開架構。透過專案小組會議，彙整14職類醫事人員學（公）會代表的建言，以及辦理PGY師資培訓課程的討論回饋，促成各醫事職類發展CBME之共識。惟，各訓練醫院可就學（公）會發展的EPA為基礎，調整修正為符合個別化需求的內容，並據以制定其臨床醫事人員訓練計畫。

本文希望能為CBME課程的設計者，提供推動CBME訓練的策略規劃及相關經驗。期有助於持續推廣及深化CBME、EPAs的理念與應用，落實CBME理念之訓練模式，達成精進臨床醫事人員訓練之目標。

 

Competency-based medical education (CBME) has been promoted as the future of medical education for nearly half a century. To establish consensus regarding the development of CBME and entrustable professional activities (EPAs) among professional associations across healthcare disciplines, our team collaborated with 14 healthcare professional associations to propose core competencies, sub-core competencies, and EPAs and design a framework for implementing CBME training. Through task force meetings, feedback from healthcare association representatives, and discussions during PGY faculty training courses, a consensus was reached on CBME development across healthcare disciplines. Training hospitals can modify the EPAs provided by professional associations to meet their specific needs and develop clinical training programs for their trainees.

This article offers strategic planning and relevant insights to facilitate the implementation of CBME curriculums. Strengthening the understanding and application of CBME and EPAs can ensure the effective integration of CBME principles into training models, enhancing educational options for clinical healthcare professionals.