The Effectiveness of the Competency Model in Graduate Medical Education.Competency describes an individual’s aptitude in a certain field. A person who has achieved competency is said to be well qualified, both intellectually and physically to perform certain tasks.

The Effectiveness of the Competency Model in Graduate Medical Education.Competency describes an individual’s aptitude in a certain field. A person who has achieved competency is said to be well qualified, both intellectually and physically to perform certain tasks.

The Effectiveness of the Competency Model in Graduate Medical Education

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The Effectiveness of the Competency Model in Graduate Medical Education

Competency describes an individual’s aptitude in a certain field. A person who has achieved competency is said to be well qualified, both intellectually and physically to perform certain tasks. The competency model of educational training is a widely used concept in the United Kingdom. It encompasses a division of tasks, otherwise known as competencies. When achieved by trainees, they signify attainment of professional competence (Wai-Ching, 2002). In this model, trainees have to complete one task successfully before advancing to a higher level, which is usually a more complex task (Jackson et al, 2007). The aim of this education model is to help trainees learn how to apply knowledge gained from course materials. The success in this respect signifies proficiency in the given field. Since its emergence in the 1970’s, the competency model has evolved to become one of the most common strategies in medical education training (Brightwell & Grant, 2012). This article discusses the potential criticisms raised, concerning the subject.

There has been an argument stating that adoption of the competency model is due to political influence, rather than, the desire to create a professional and balanced approach to training. The residency program had been affected by resident hour restriction. Compromise of the ability to accomplish intended competencies by residents, is a concern vocalized several times by the program directors. This is especially true in the surgical specialties, where lots hands-on experience is required. It is arguable that assessment of competency-based programs is difficult. Questions emerge on how program directors should assess abilities such as communication and problem solving abilities, in diagnostic specialties.

The enthusiasm toward competency-based models is questionable. Opponents claim it is a platform for advancing political ambitions. Opponents state that its proponents are only fulfilling political promises, rather than, placing educational needs first. (Brightwell & Grant, 2012). They claim that its proponents are inclined towards enacting government policies, instead of, championing for a better training of their medical residents. This hidden political agenda have raise questioning and criticizing competency based education.

The use of the competency model affects training of medical personnel. Opponents claim that trainees are in a better position to learn more about different health issues when they get the time to experience different cases in the hospitals. For instance, students in competency-based programs miss the opportunity to experience rare cases of medical conditions. It is also argued that competency based programs are very demanding, on the students. It is therefore rare that a student will complete the course in the shortened time. In most cases, students will take around the same time to complete the program as their residency-based counterparts.

A competency-based approach is more personalized. It therefore centers on individual achievement and improvement. In essence, the curriculum is what determines one’s competency in the field, instead of, their experience and practical know how (Rothwell et al, 2010). The shortness of competency-based programs allows more medical practitioners to enter the market, which needs personnel. Conclusively, this model is quite efficient. However, its implementation should take a minimalist approach. It needs limited use, or, through combination with other methods that are more beneficial to the medical practice (Wai-Ching, 2002).

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