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      Going against the grain: An exploration of agency in medical learning

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          Competency-based medical education: theory to practice.

          Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership - the International CBME Collaborators - to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of reviewing the scholarly literature of competency-based medical education, identifying controversies in need of clarification, proposing definitions and concepts that could be useful to educators across many jurisdictions, and exploring future directions for this approach to preparing health professionals. In this paper, we describe the evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design. In this paradigm, competence and related terms are redefined to emphasize their multi-dimensional, dynamic, developmental, and contextual nature. CBME therefore has significant implications for the planning of medical curricula and will have an important impact in reshaping the enterprise of medical education. We elaborate on this emerging CBME approach and its related concepts, and invite medical educators everywhere to enter into further dialogue about the promise and the potential perils of competency-based medical curricula for the 21st century.
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            Toward a Psychology of Human Agency.

            This article presents an agentic theory of human development, adaptation, and change. The evolutionary emergence of advanced symbolizing capacity enabled humans to transcend the dictates of their immediate environment and made them unique in their power to shape their life circumstances and the courses their lives take. In this conception, people are contributors to their life circumstances, not just products of them. Social cognitive theory rejects a duality between human agency and social structure. People create social systems, and these systems, in turn, organize and influence people's lives. This article discusses the core properties of human agency, the different forms it takes, its ontological and epistemological status, its development and role in causal structures, its growing primacy in the coevolution process, and its influential exercise at individual and collective levels across diverse spheres of life and cultural systems.
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              The Significance of Saturation

              J M Morse (1995)
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                Author and article information

                Contributors
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                Journal
                Medical Education
                Med Educ
                Wiley
                0308-0110
                1365-2923
                August 2021
                April 13 2021
                August 2021
                : 55
                : 8
                : 942-950
                Affiliations
                [1 ]Centre for Education Research and Innovation Schulich School of Medicine and Dentistry Western University London ON Canada
                [2 ]Department of Medicine University of Toronto Toronto ON Canada
                [3 ]Department of Innovation in Medical Education University of Ottawa Ottawa ON Canada
                [4 ]Department of Medicine University of Ottawa Ottawa ON Canada
                Article
                10.1111/medu.14532
                33780013
                363f3b09-a342-4001-a5b3-0fd9e2b69324
                © 2021

                http://onlinelibrary.wiley.com/termsAndConditions#vor

                http://doi.wiley.com/10.1002/tdm_license_1.1

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